Worksheet analysis of three students showed naïve ideas developing from practical verifications of their assumptions, especially in topics new to students¶
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Evidence · 1 study · causalr1·q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
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q1 i? In all three analysed students, initially imperfect ideas transformed toward improved versions in some answers, especially thermal conductivity and density of matter. → Michaela Minárechová 2016
Evidence¶
Michaela Minárechová 2016¶
Michaela Minárechová. (2016). Using a concept cartoon© method to address elementary school students' ideas about natural phenomena. European Journal of Science and Mathematics Education, Vol. 4, No. 2, 214-228. https://eric.ed.gov/?id=EJ1107824
q1 · i? · causal · r1
Analysis of worksheets from three students selected for full attendance, coding four worksheet items with the five analytical categories. "the transformation of students´ initially imperfect ideas towards its improved versions" was found "at all three students", and statements drew on realized practical verifications.
"When we compared the worksheets to posttest we found out the transformation of students´ initially imperfect ideas towards its improved versions in some of their answers (at all three students). It was especially in topics of thermal conductivity and density of matters."
Discussion¶
Related Claims¶
- The experimental group achieved a higher frequency of scientifically acceptable statements than the control group in the posttest, with the largest idea shifts in thermal conductivity, vision and density — related
- Students' group communication during concept cartoon© lessons depended mainly on the teaching topic, and scientific terms were never used — related
- The teacher implementing concept cartoons© supported discussion but took over the design of verification procedures, preventing students from attaining answers by their own cognitive activities — related
- In the case discourse, failure to integrate individuals' ideas with sound verification was linked to low-level inquiry outcomes, while successful high-level grounding enabled groups to integrate ideas and negotiate shared knowledge — related
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