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This paper pulls together disparate pockets of research concerned with common, difficult-to-change conceptions students have about particular scientific topics. We clarify similarities and differences across these bodies of research, highlighting unique contributions of different research traditions. Seeking resolution across these constructs, we propose that knowledge consists of two connected elements: a model and a domain of validity (or DoV). Adding the notion of the “domain of validity” for given models - and focusing on problems of | |||
overgeneralization of domains of validity - offers a new way forward. We explore the pedagogical implications related to these scientific learning difficulties and conclude by proposing particular teaching strategies based on this new theory, emphasizing the domains of validity of particular scientific models. | |||
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== 6. Voir aussi == | == 6. Voir aussi == | ||
Dernière version du 18 octobre 2018 à 14:27
Overgeneralized domains of validity: a new theory of preconceptions in science
1. Références
- Référence complète APA : Sommeillier, R., Quinlan, K., & Robert, F. (à paraître). Overgeneralized domains of validity: a new theory of preconceptions in science. A paraître dans... ?
- Auteur(s) : Raoul Sommeillier, Kathleen Quinlan, Frédéric Robert
- Revue :
2. Copies
- Copie en ligne :
- Copie locale : Fichier:Sommeillier Quinlan et al 2018.pdf
- Copie physique :
3. Mots-clés
4. Abstract
This paper pulls together disparate pockets of research concerned with common, difficult-to-change conceptions students have about particular scientific topics. We clarify similarities and differences across these bodies of research, highlighting unique contributions of different research traditions. Seeking resolution across these constructs, we propose that knowledge consists of two connected elements: a model and a domain of validity (or DoV). Adding the notion of the “domain of validity” for given models - and focusing on problems of overgeneralization of domains of validity - offers a new way forward. We explore the pedagogical implications related to these scientific learning difficulties and conclude by proposing particular teaching strategies based on this new theory, emphasizing the domains of validity of particular scientific models.
5. Résumé (facultatif)