Conceptual mediation: a new perspective on conceptual exchange

In this paper we report on a novel theoretical perspective which takes as its foundation the psychological research of about three decades ago which investigated 'forgetting,' and the important effects of previous knowledge in this process. In particular this new perspective demonstrates t...

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Bibliographic Details
Published in:Research in science education (Australasian Science Education Research Association) 1997, Vol.27 (2), p.157-173
Main Authors: Dawson, Chris, Lyndon, Harry
Format: Article
Language:English
Subjects:
Concept Formation
Concept teaching
Conceptual Change
Fundamental Concepts
Higher Education
Memory
Misconceptions
Piagetian theory
Science Instruction
Science teaching
Scientific Attitudes
Scientific concepts
Scientific Methodology
Scientific Principles
Secondary Education
Thinking Skills
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Summary:In this paper we report on a novel theoretical perspective which takes as its foundation the psychological research of about three decades ago which investigated 'forgetting,' and the important effects of previous knowledge in this process. In particular this new perspective demonstrates that, under normal teaching conditions, and through the process of proactive inhibition, the student's prior knowledge can accelerate the forgetting of the newly taught scientific ideas. The paper first develops the theoretical position and then shows that a change in teaching approach can take advantage of the differences between the students' prior understanding and the scientific view to ensure more efficient replacement. Following this an overview of the new methodology, as it is currently being used on a trial basis by science teachers in South Australia, is briefly introduced.
ISSN:0157-244X
1573-1898
DOI:10.1007/BF02461314