Students' Alternative Conceptions about the Lotus Effect: To Confront or to Ignore?

Autor/inn/en	Kubisch, Franziska; Heyne, Thomas
Titel	Students' Alternative Conceptions about the Lotus Effect: To Confront or to Ignore?
Quelle	In: Journal of Biological Education, 50 (2016) 1, S.86-100 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2015.1007886
Schlagwörter	Scientific Concepts; Misconceptions; Biophysics; Hands on Science; Change; Questionnaires; Pretests Posttests; Concept Formation; Gardening; Informal Education; Grade 8; Middle School Students; Science Instruction; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Missverständnis; Biophysik; Wandel; Fragebogen; Concept learning; Begriffsbildung; Gartenarbeit; Informelle Bildung; Nichtformale Bildung; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Deutschland
Abstract	At the botanical garden of the University of Würzburg, we conducted practical lessons on bionics, focused on the lotus effect, with 260 students. Those approx. 14 years old, 8th-grade mid-level students were divided into two groups. During an instructional discussion about the topic, one group was confronted with their alternative conceptions (AC), whereas the other group was not (NAC). Both groups were treated equally, following the experimental phase and results discussion. Questionnaires were used to measure conceptual change in a pre-, post- and retention test design. Both groups changed their conceptions in short-term similarly. Over a long-term period, the NAC group showed significantly higher knowledge than the AC group. We discuss that the methodology of the alternative conception confrontation should be selected very carefully by the teacher, as this step is the most delicate within the whole conceptual change process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01