INVESTIGATING STUDENTS’ CONCEPTUAL CHANGE ABOUT COLOUR IN AN INNOVATIVE RESEARCH-BASED TEACHING SEQUENCE
DOI:
https://doi.org/10.22600/1518-8795.ienci2018v23n1p95Palavras-chave:
Colour, Misconceptions, Conceptual change, Middle schoolResumo
This paper is the second part of a multiphase study investigating the impact of a mathematical model, the Addition Table of Colours (ATC), in the learning of colour phenomena. The ATC instruction was undertaken in several 8th grade classes in three different Portuguese schools (250 students) and included collaborative activities through Lab stations model. In the control group (204 students), the colour phenomena were taught in the traditional way, with the goals set by the teachers, without any intervention of the project. The two groups of students were compared in terms of content knowledge acquired in the learning of this subject through comparison and analysis of their pre and post-tests. Quantitative analyses of the pre/post-tests revealed five variants of students’ representations about this phenomenon. We found that the ATC model, inserted in an interactive and carefully designed teaching environment, is more effective in promoting conceptual change and scientific understandings of colour phenomena.Referências
Ausubel, D. P. (1963). The Psychology of Meaningful Verbal Learning. New York: Grune and Stratton.
Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart and Winston.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7. DOI:10.1080/0969595980050102
Boynton, R. M. (1990). Human color perception. In K. N. Leibovic (Ed.), Science of Vision (pp. 211-253). New York: Springer-Verlag.
Chauvet, F. (1996). Teaching colour: designing and evaluation of a sequence. European Journal of Teacher Education, 19(2), 121-136. DOI:10.1080/0261976960190204
Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.). Handbook of research on conceptual change (pp. 61-82). Hillsdale, NJ: Erlbaum.
Chi, M. T. H., & Roscoe, R. D. (2002). The process and challenges of conceptual change. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 3-27). Dordrecht: Kluwer Academic Publishers.
Chiu, M.-H., & Lin, J.-W. (2005). Promoting fourth graders' conceptual change of their understanding of electric current via multiple analogies. Journal of Research in Science Teaching, 42(4), 429-464. DOI: 10.1002/tea.20062
Colin, P.; Chauvet, F. & Viennot, L. (2002) Reading images in optics: Students' difficulties and teachers' views. International Journal of Science Education, 24, 313-332. DOI: 10.1080/09500690110078923
Driver, R. (1989). Students' conceptions and the learning of science. International Journal of Science Education, 11(5), 481-490. DOI: 10.1080/0950069890110501
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. DOI: 10.1080/09500690305016
Eryilmaz, A. (2002). Effects of conceptual assignments and conceptual change discussions on students' misconceptions and achievement regarding force and motion. Journal of Research in Science Teaching, 39(10), 1001-1015. DOI: 10.1002/tea.10054
Feher, E., & Meyer, K. R. (1992). Children's conceptions of color. Journal of Research in Science Teaching, 29(5), 505. DOI: 10.1002/tea.3660290506
Georghiades, P. (2000) Beyond conceptual change learning in science education: focusing on transfer, durability and metacognition. Educational Research, 42(2), 119–139. DOI: 10.1080/001318800363773
Grosslight, L., Unger, C., Jay, E. and Smith, C. (1991). Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28, 799–822. DOI: 10.1002/tea.3660280907
Hewson, M. G., & Hewson, P. W. (1983). Effect of instruction using students' prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Teaching, 20(8), 731-743. DOI: 10.1002/tea.3660200804
Hewson, P. W., & Hewson, M. G. A. B. (1984). The role of conceptual conflict in conceptual change and the design of science instruction. Instructional Science, 13(1), 1-13. DOI: 10.1007/BF00051837
Hewson, P. W., and Thorley, N. R. (1989) The conditions of conceptual change in the classroom. International Journal of Science Education, 11, Special Issue, 541–553. DOI: 10.1080/0950069890110506
Langley, D., Ronen, M., & Eylon, B.-S. (1997). Light propagation and visual patterns: Preinstruction learners' conceptions. Journal of Research in Science Teaching, 34(4), 399-424. DOI: 10.1002/(SICI)1098-2736(199704)34:4%3C399::AID-TEA8%3E3.0.CO;2-M
Leite, L., & Sá, S. (1997). Cor, óptica e pintura. Gazeta da Física, 20, 17-21.
Martinez-Borreguero, G., Rodríguez, A. L. P., López, M. I. S., & Fernández, P. J. P. (2013). Detection of Misconceptions about Colour and an Experimentally Tested Proposal to Combat them, International Journal of Science Education, 35(8), 1299-1324.
Moreira, M. A., Lagreca, M. C. B. E. (1998) Representações mentais dos alunos em mecânica clássica: três casos, Investigações em Ensino das Ciências, 3(2), 83-106.
Mortimer, E. (1996) Construtivismo, mudança conceptual e ensino das Ciências: para onde vamos?, Investigações em Ensino das Ciências, 1(1), 20-39.
Mota, A. R., & Lopes, J. M., & Lopes dos Santos, J. M. (2013). Estações laboratoriais: uma aposta no ensino experimental. Gazeta da Física, 36(1), 25-28.
Mota, A. R., & Lopes dos Santos, J. M. (2014). Addition Table of colours: additive and subtractive mixtures described using a reasoning model. Physics Education, 49(1), 61-66. DOI: 10.1088/0031-9120/49/1/61
Mota, A. R. (2017). Cor. Ciência elementar, 5(2), 019. DOI: 10.24927/rce2017.019
Osborne, J. (1993) Beyond Constructivism; In: The proceedings of the Third International Seminar on Misconceptions and Educational Strategies in Science and Mathematics. Misconceptions Trust: Ithaca, New York.
Osborne, J. F., Black, P., Meadows, J., & Smith, M. (1993). Young children's (7-11) ideas about light and their development. International Journal of Science Education, 15(1), 83 - 93.
Pintrich, P. R., Marx, R. W. and Boyle, R. A. (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. DOI: 10.3102/00346543063002167
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227. DOI: 10.1002/sce.3730660207
Saxena, A. B. (1991). The understanding of the properties of light by students in India. International Journal of Science Education, 13(3), 283-289. DOI: 10.1080/0950069910130306
Selley, N. J. (1996). Children's ideas on light and vision. International Journal of Science Education, 18(6), 713-723. DOI: 10.1080/0950069960180605
Sinatra, G. M., and Pintrich, P. R., Eds (2003) Intentional conceptual change, Mahwah, NJ: Erlbaum.
Treagust, D. F., Harrison, A. G., Venville, G. J., and Daghher, Z. (1996). Using an analogical teaching approach to engender conceptual change. International Journal of Science Education, 18, 213–229. DOI: 10.1080/0950069960180206
Viennot, L. (2001). Reasoning in Physics. The part of common sense: Kluwer Academic Publishers.
Viennot, L. (2002). Teaching Physics: Kluwer Academic Publishers.
Vosniadou, S. (2002). On the nature of naive physics. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: issues in theory and practice (pp. 59-76). Dordrecht: Kluwer Academic Publishers.
Vosnoiadou, S. &, Ioannides, C. (1998). From conceptual change to science education: a psychological point of view. International Journal of Science Education, 20, 1213–1230. DOI:10.1080/0950069980201004
Watts, D. M. (1985). Student conceptions of light: a case study. Physics Education, 20(4), 183.
Woolf, L. D. (1999). Confusing color concepts clarified. The Physics Teacher, 37, 204-206.
Downloads
Arquivos adicionais
Publicado
Como Citar
Edição
Seção
Licença
A IENCI é uma revista de acesso aberto (Open Access), sem que haja a necessidade de pagamentos de taxas, seja para submissão ou processamento dos artigos. A revista adota a definição da Budapest Open Access Initiative (BOAI), ou seja, os usuários possuem o direito de ler, baixar, copiar, distribuir, imprimir, buscar e fazer links diretos para os textos completos dos artigos nela publicados.
O autor responsável pela submissão representa todos os autores do trabalho e, ao enviar o artigo para a revista, está garantindo que tem a permissão de todos para fazê-lo. Da mesma forma, assegura que o artigo não viola direitos autorais e que não há plágio no trabalho. A revista não se responsabiliza pelas opiniões emitidas.
Todos os artigos são publicados com a licença Creative Commons Atribuição-NãoComercial 4.0 Internacional. Os autores mantém os direitos autorais sobre suas produções, devendo ser contatados diretamente se houver interesse em uso comercial dos trabalhos.
