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Knowledge Building for Conceptual Change

CSCL 2011 presentation

Jan van Aalst

on 25 August 2011

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Transcript of Knowledge Building for Conceptual Change

Knowledge Building for Conceptual Change Jan van Aalst, The University of Hong Kong
vanaalst@hku.hk Misconceptions Criticisms Epistemological
Resources Position Asian Learners interfere with learning
have a high degree of organization & form frameworks
difficult to erradicate (Chi, 1992, 2008; Driver & Easley, 1978; Posner et al, 1982; Vosniadou et al., 2008) Concepts too large a unit of analysis
Undervalue intuitive ideas
Misconceptions view incompatible with constructivism
Inconclusive evidence of frameworks view Seems appropriate for knowledge building (diSessa, 2008; Hammer, 2000; Smith III et al., 1993) Concepts as complex systems intuitive ideas as starting points for building more coherent knowledge
facets, raw intuitions (diSessa & Minstrell, 1998; Brown & Hammer, 2008; Hammer, 2000) Idea Improvement Filial piety ... children perceive it as duty to prepare themselves for examinations Achievement oriented ... effort considered more important than ability ... and Ss unlikely to invest effort that does not lead to learning Avoid losing face ... avoid putting oneself and others in embarrassing situations Methods 27 Grade 5/6 students using CSILE/KF more collective orientation How does heat affect solids, liquids, gases? (595 computer notes) Ended with:
what has the class learned about ...?
what general principles has the class learned? Analysis Low and High knowledge quality:
14 Ss Low and 13 High

Rated notes written before synthesis notes first 1/2 versus 2nd 1/2 in time
theories: Galili & Hazan (2000)
information (Hakkarainen et al., 2002)
Questions: fact, general, and hypotheses
high kappas (>.7) Main Patterns Prior knowledge matters

Pre-scientific and hybrid notes in exploration phase for high-knowledge students

Theory-building first, then sharing information (both groups) Role of Epistemological Resources Insight essential to 3 events
suggestion that gases do not rush into space but are affected by gases
suggestion of measuring weight of air enclosed in a box
suggestion that different gases behave differently under influence of gravity Presence of widely shared prior knowledge

The presence of a puzzle that kept the discussion going Final Remarks Explored epistemological resources perspectve for thinking about conceptual change in knowledge building

Ss did not develop a coherent conceptual framework, but some Ss pursued a concept consistently

The computer notes were shared epistemic objects and no claims can be made about conceptual change for individual students
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