Chapter

Detecting, Classifying, and Remediating

Stephanie A. Siler and David Klahr

in Psychology of Science

Published in print July 2012 | ISBN: 9780199753628
Published online September 2012 | e-ISBN: 9780199950027 | DOI: http://dx.doi.org/10.1093/acprof:oso/9780199753628.003.0007
Detecting, Classifying, and Remediating

Show Summary Details

Preview

Students come to science classes with preconceptions about the natural world and ways to explore that world to learn more about it. Students' prior beliefs may distort their understanding of how to design an experiment and also its purpose: to identify causal factors. These prior beliefs influence students' reasoning about experimentation, leading them to misconstrue instruction aimed at teaching them about the core component of experimental design: the Control of Variables Strategy (CVS). Many students erroneously interpret the instructional goal as to teach them some domain-specific knowledge or to produce a desired effect, rather than as how to execute a domain-general procedure for designing experiments. The behavior of late-elementary and middle school students is examined to categorize common misconceptions about the goal of the CVS instruction, describe how those misconceptions led to delays or failures in learning CVS, and suggest instructional procedures that can be used to remediate the misconceptions.

Keywords: middle school students; prior beliefs; experimental design; causal reasoning; experimentation; Control of Vaiables Strategy; domain-specific knowledge; domain-general procedure; elementary school students; instruction

Chapter.  17703 words.  Illustrated.

Subjects: Cognitive Psychology

Full text: subscription required

How to subscribe Recommend to my Librarian

Buy this work at Oxford University Press »

Users without a subscription are not able to see the full content. Please, subscribe or login to access all content.