Evidence from a case study
One of my publications is:
Taber, K. S. (2008). Exploring conceptual integration in student thinking: Evidence from a case study. International Journal of Science Education, 30 (14), 1915-1943, DOI: 10.1080/09500690701589404
Abstract
Two reasons are suggested for studying the degree of conceptual integration in student thinking.The linking of new material to existing knowledge is an important aspect of meaningful learning. It is also argued that conceptual coherence is a characteristic of scientific knowledge and a criterion used in evaluating new theories. Appreciating this 'scientific value' should be one objective when students learn about the nature of science.These considerations imply that students should not only learn individual scientific models and principles, but should be taught to see how they are linked together.The present paper describes the use of an interview protocol designed to explore conceptual integration across two college level subjects (chemistry and physics).The novelty here is that a single interview is used to elicit explanations of a wide range of phenomena.The potential of this approach is demonstrated through an account of one student's scientific thinking, showing both how she applied fundamental ideas widely, and also where conceptual integration was lacking.The value and limitations of using this type of interview as one means for researching conceptual integration in students' thinking are discussed.
Key words:
- eliciting student thinking;
- conceptual understanding;
- conceptual integration;
- coherence of scientific knowledge;
- nature of science;
- linking chemistry and physics
Contents:
- Introduction
- The importance of conceptual coherence and integration
- Conceptual integration and the learning process
- Conceptual coherence and the nature of science
- Research into conceptual integration in learning science
- The research programme
- The need to explore how students integrate their scientific knowledge
- Methodology
- Design of the interview
- Selection of a case
- Analysis of the case
- A case study of conceptual understanding across physics and chemistry topics
- Forces
- Force and motion
- Interactions between charges
- Energy
- Particle models
- Discussion of the case
- Alice and her peers
- Implications for teaching
- Methodological issues and implications for further research
- Conclusion
