Conceptual change instruction recognizes that students bring personal, or naive, conceptions to the classroom, which they use to explain their world, interpret situations, and create meaning (Driver et al. 2007). But what happens when students' personal conceptions are inconsistent with experts' views of scientific knowledge? Even after direct instruction, many students are held captive by their naive conceptions. This article describes the conceptual change cycle and provides 10 active learning strategies to help students overcome their naive conceptions of science.
Details
Type Journal ArticlePub Date 4/1/2011Stock # tst11_078_04_38Volume 078Issue 04