Abstract
The theory of conceptual change is criticized because it focuses only on supposed underlying logical structures and rational process processes, and lacks attention to affective aspects as well as motivational constructs in students’ learning science. This is a vast underestimation of the complexity and diversity of one’s change of conceptions. The notion of conceptual ecology provides a context for understanding individuals’ conceptual change learning, as it is the environment through which all information is interpreted. This research investigated how high school students’ statements, made in answering questions, reflect selected components of their conceptual ecologies. Data for this study was collected from six interviews in which seven students took part. The data also include the science teacher’s profiles of each student, the students’ personal journals, their assignments, and their examinations and answers in class. The analysis presented will here include only those components that were represented in the discourse of the seven high school students who were interviewed. When students were asked questions, there was evidence of the engagement of the various components of conceptual ecologies. These components include: epistemological commitments, metaphysical beliefs, the affective domain and emotional aspects, the nature of knowledge, the nature of learning, the nature of conceptions, and past experience. Evidence from this study suggests that these components might function as constraints to learning. This study contributes to the field by expanding our knowledge of the components of high school students’ conceptual ecologies through its definition of the categories and themes associated with those components. In examining across the range of components, the study illustrates the variety and sources of science conceptions within high school students’ conceptual ecologies.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Beeth, M. (1993). Dynamic aspects of conceptual change instruction. Unpublished dissertation. University of Wisconsin – Madison.
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Woman’s ways of knowing: The development of self, voice, and mind. New York: Basic Books.
Borges, A. T., & Gilbert, J. K. (1999). Mental models of electricity. International Journal of Science Education, 21(1), 95–117.
Clough, E. E., & Driver, R. (1986). A study of consistency in the use of students’ conceptual frameworks across different task contexts. Science Education, 70(4), 473–496.
Demastes, S. S., Good, R. G., & Peebles, P. (1995). Students’ conceptual ecologies and the process of conceptual change in evolution. Science Education, 79(6), 637–666.
Disessa, A. A. (2002). Why “Conceptual Ecology” is a good idea. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 29–61).The Netherlands: Kluwer.
Driver, R., & Erickson, G. (1983). Theories-in-action: Some theoretical and empirical issues in the study of students’ conceptual frameworks in science. Studies in Science Education, 10, 37–60.
Driver, R., Guesnes, E., & Tiberghien, A. (Eds.). (1985). Childrens’ ideas in science. Philadelphia: Open Univ. Press.
Duit, R., & Treagust, D. F. (2003). Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education, 25(6), 671–688.
Garnett, P. J., Garnett, P. J., & Hackling, M. K. (1995). Students’ alternative conceptions in chemistry: A review of research and implications for teaching and learning. Studies in Science Education, 25, 69–95.
Hewson, P. W. (1984). Microcomputers, conceptual change and the design of science instruction: Examples from kinetic and dynamics. South African Journal of Science, 80, 15–20.
Hewson, P. W. (1985). Epistemological commitments in the learning of science: Examples from dynamics. European Journal of Science Education, 7(2), 163–172.
Johnson, A. T., & Southerland, S. A. (2002, April). Conceptual ecologies and their influence on nature of science conceptions: More dazed and confused than ever. A paper presented at the annual meeting of the National Association for Research in Science Teaching.
Kelly, G. J., & Green, J. (1998). The social nature of knowing: Toward a sociocultural perspective on conceptual change and knowledge construction. In B. Guzzetti & C. Hynd (Eds.), Perspectives on conceptual change: Multiple ways to understanding, knowing and learning in a complex world. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Lemberger, J., Hewson, P. W., & Park, H. (1999). Relationships between prespective secondary teachers’ classroom practice and their conceptions of biology and of teaching science. Science Education, 83(3), 347–372.
Novak, J. (1987). Misconceptions and educational strategies in science and mathematics. Proceedings of the second international seminar, Ithaca, New York, July 26–29.
Osborne, R., & Freyberg, P. (1985). Learning in science: The implications of chidrens’ science. London: Heineman.
Perry, W. G. Jr. (1998). Forms of intellectual and ethical development in the college years: A scheme. San Francisco: Jossey–Bass.
Pines, A. L., & West, L. H. T. (1986). Conceptual understanding and science learning: An interpretation of research within a source-of-knowledge framework. Science Education, 70(5), 583–604.
Pintrich, P. R., Marx, R. W., & Boyle, R. B. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167–199.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accomodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227.
Roth, W. M., & Rouchoudhury, A. (1994). Physics students’ epistemologies and views about knowing and learning. Journal of Research in Science Teaching, 31(1), 5–30.
Scott, P. H., Asoko, H. M., & Driver, R. H. (1992). Teaching for conceptual change: A review of strategies. In R. Duit, F. Goldberg, & H. Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 310–329). Keil, Germany: IPN.
Strike, K. A., & Posner, G. J. (1985). A conceptual change view of learning and understanding. In L. H. T. West & A. L. Pines (Eds.), Cognitive structure and conceptual change (pp. 211–231). Orlando, Florida: Academic.
Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 147–176). Albany, New York: State University of New York Press.
Thorley, N. R. (1990). The role of the conceptual change model in the interpretation classroom interactions. Unpublished dissertation. Madison, Wisconsin: University of Wisconsin.
Toulmin, S. E. (1972). Human understanding. Princeton, New Jersey: Princeton University Press.
Voska, K. W., & Heikkinen, H. W. (2000). Identification and analysis of student conceptions used to solve chemical equilibrium problems. Journal of Research in Science Teaching, 37(2), 160–176.
Vosniadou, S., & Ioannides, C. (1998). From conceptual development to science education: A psychological point of view. International Journal of Science Education, 20(10), 1213–1230.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Park, H.J. Components of Conceptual Ecologies. Res Sci Educ 37, 217–237 (2007). https://doi.org/10.1007/s11165-006-9023-8
Received:
Revised:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11165-006-9023-8