Fostering radical conceptual change through dual-situated learning model

Hsiao-Ching She*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

50 Scopus citations

Abstract

This article examines how the Dual-Situated Learning Model (DSLM) facilitates a radical change of concepts that involve the understanding of matter, process, and hierarchical attributes. The DSLM requires knowledge of students' prior beliefs of science concepts and the nature of these concepts. In addition, DSLM also serves two functions: it creates dissonance with students' prior knowledge by challenging their epistemological and ontological beliefs about science concepts, and it provides essential mental sets for students to reconstruct a more scientific view of the concepts. In this study, the concept "heat transfer: heat conduction and convection," which requires an understanding of matter, process, and hierarchical attributes, was chosen to examine how DSLM can facilitate radical conceptual change among students. Results show that DSLM has great potential to foster a radical conceptual change process in learning heat transfer. Radical conceptual change can definitely be achieved and does not necessarily involve a slow or gradual process.

Original languageEnglish
Pages (from-to)142-164
Number of pages23
JournalJournal of Research in Science Teaching
Volume41
Issue number2
DOIs
StatePublished - Feb 2004

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