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Essay / Research Paper Abstract
A 15 page paper that provides an overview and critique of four journal articles. Each of the articles addresses conceptual changes students made following a process or under a different kind of instruction by the teacher. Bibliography lists 4 sources.
Page Count:
15 pages (~225 words per page)
File: MM12_PGconcng.rtf
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Unformatted sample text from the term paper:
CHANGE IN SCIENCE , October, 2001 properly! 1. Mead, Penelope L. Rawson. (1997 November). Supported
Inquiry Science: Teaching for Conceptual Change in Urban and Suburban Science Classrooms. Journal of Learning Disabilities 30 Meads study focused on students with learning disabilities. Specifically, the investigation "compared two
different approaches to hands-on science-supported inquiry science (SIS) and activity-based science-in six urban and two suburban fourth-grade general education classrooms" (1997). The investigation explored the degree of concept learning by
both students with learning disabilities and those without learning disabilities as related to the to inquiry approaches used. Previous research has suggested that hand-on learning activities can be effective in
changing a students concepts of different science-related issues. Alternative experiences can provide students with alternate conceptions allowing them to compare their prior thoughts and beliefs with the conflicting evidence gained
in hands-on activities. Thus, students are able to reconstruct their understanding. As Mead states, however, "Conceptual change is a complex sociocognitive process for all students" (1997). It becomes even more
complex for students with learning disabilities. Eight fourth grade classrooms, reflecting 172 students, participated in the study. Six classrooms were located in urban areas with a diverse population. The other
two were located in an affluent suburban area but in the same school district. The teachers were all experienced - all but one had been teaching for at least nine
years; the range of experience was from 2 to 28 years. Teachers in the urban schools depended almost solely on textbooks for teaching science. The study compared the effects of
two approaches to hands-on science --supported inquiry science (SIS) and activity-based science (ABS). The SIS study focused on the electricity curriculum and emphasizes group conversations to help students co-construct meaning
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