Complexity in Science Learning: Measuring the Underlying Dynamics of Persistent Mistakes

Autor/inn/en	Fleuchaus, Ethan; Kloos, Heidi; Kiefer, Adam W.; Silva, Paula L.
Titel	Complexity in Science Learning: Measuring the Underlying Dynamics of Persistent Mistakes
Quelle	In: Journal of Experimental Education, 88 (2020) 3, S.448-469 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2019.1660603
Schlagwörter	Science Instruction; Misconceptions; Preschool Children; Human Body; Individual Differences; Statistical Analysis; Motion; Motor Reactions + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Missverständnis; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Menschlicher Körper; Individueller Unterschied; Statistische Analyse; Bewegungsablauf
Abstract	Mistaken beliefs pose a barrier to science learning. For this reason, it is important to understand the circumstances in which they emerge and change. In the current paper, we apply complexity theory to shed light on the nature of mistaken beliefs. The strength of this approach lies in conceptualizing beliefs as dynamic stabilities, a well-defined construct that can be indexed precisely. For example, Recurrence Quantification Analysis (RQA) can determine the presence of dynamic stabilities by analyzing variability in time-series data. We applied this analytical tool to probe for mistaken beliefs in a beam-balancing task, a task that is known to elicit mistaken beliefs in preschoolers. Using a case-study design with four preschoolers, we tracked children's hand position with motion sensors as they balanced various beams. The resulting time series of hand position was submitted to RQA, yielding two important results: First, we found that consistent mistakes in trying to balance the beams were not always accompanied by dynamic stability. This undermines the common assumption that overt consistency in task performance is sufficient to conclude the presence of beliefs. Second, we found strong individual differences over time, as children explored the balance beams. Applications to science education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01