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Cognition and Instruction
written by Samuel Johsua and Jean-Jacques Dupin
Several studies have emphasized the predominant influence of students' conceptions in the learning process in physics.  But, more often than not, these conceptions are somehow considered in a negative way, as "errors."  In this article we describe another approach, where students' conceptions were explicitly taken as an active basis for scientific reasoning in real class situations (level:  sixth and fourth French grades - American Grades 6 and 8, respectively - approximately 12 and 14 years old). The subject matter taught was basic electricity.  Using clinical interviews, preinstruction conceptions were first established.  The article describes the first five sessions of teaching, and shows how these conceptions were actually used (or not used) by the students to explain electricity phenomena, and how the conceptions subsequently changed, increasing in internal consistency without moving closer to scientific conceptions.  To overcome this situation, teachers provided an analogical explanation. Students proved able to use the physical analogy as well as to specify its limits.
Cognition and Instruction: Volume 4, Issue 2, Pages 117-135
Subjects Levels Resource Types
Education - Applied Research
- Pedagogy
= Instructional Issues
Education - Basic Research
- Alternative Conceptions
- Middle School
- Reference Material
= Research study
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© 1987 Lawrence Erlbaum Associates, Inc.
DOI:
10.1207/s1532690xci0402_3
Keywords:
conceptions, conceptualization, electricity
Record Creator:
Metadata instance created July 13, 2005 by Lyle Barbato
Record Updated:
June 24, 2009 by Lyle Barbato
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Record Link
AIP Format
S. Johsua and J. Dupin, Cog. Instr. 4 (2), 117 (1987), WWW Document, (http://dx.doi.org/10.1207/s1532690xci0402_3).
AJP/PRST-PER
S. Johsua and J. Dupin, Taking into Account Student Conceptions in Instructional Strategy: An Example in Physics Cog. Instr. 4 (2), 117 (1987), <http://dx.doi.org/10.1207/s1532690xci0402_3>.
APA Format
Johsua, S., & Dupin, J. (1987). Taking into Account Student Conceptions in Instructional Strategy: An Example in Physics. Cog. Instr., 4(2), 117-135. Retrieved April 24, 2014, from http://dx.doi.org/10.1207/s1532690xci0402_3
Chicago Format
Johsua, Samuel, and Jean-Jacques Dupin. "Taking into Account Student Conceptions in Instructional Strategy: An Example in Physics." Cog. Instr. 4, no. 2, (1987): 117-135, http://dx.doi.org/10.1207/s1532690xci0402_3 (accessed 24 April 2014).
MLA Format
Johsua, Samuel, and Jean-Jacques Dupin. "Taking into Account Student Conceptions in Instructional Strategy: An Example in Physics." Cog. Instr. 4.2 (1987): 117-135. 24 Apr. 2014 <http://dx.doi.org/10.1207/s1532690xci0402_3>.
BibTeX Export Format
@article{ Author = "Samuel Johsua and Jean-Jacques Dupin", Title = {Taking into Account Student Conceptions in Instructional Strategy: An Example in Physics}, Journal = {Cog. Instr.}, Volume = {4}, Number = {2}, Pages = {117-135}, Year = {1987} }
Refer Export Format

%A Samuel Johsua
%A Jean-Jacques Dupin
%T Taking into Account Student Conceptions in Instructional Strategy: An Example in Physics
%J Cog. Instr.
%V 4
%N 2
%D 1987
%P 117-135
%U http://dx.doi.org/10.1207/s1532690xci0402_3
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Johsua, Samuel
%A Dupin, Jean-Jacques
%D 1987
%T Taking into Account Student Conceptions in Instructional Strategy: An Example in Physics
%J Cog. Instr.
%V 4
%N 2
%P 117-135
%U http://dx.doi.org/10.1207/s1532690xci0402_3


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