과학교육학 학위논문 요약과 종합해설
A study of the components of students' conceptual ecologies
Doctoral dissertation abstaract
The theory of Conceptual Change is criticized by that it focuses only on the supposed underlying logical structures and a rational process, and lacks attention to affective aspects as well as motivational constructs in students' learning science. This is a vast underestimate 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 in 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 during 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 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 that have been discussed in this study. Among these were epistemological commitments, metaphysical beliefs, the affective domain and emotional aspects, the nature of knowledge, the nature of learning, the nature of conceptions, past experience, problem-solving strategies, and conceptions. Evidence from this study suggests that these components functioned as constraints. This study has contributed to the field by expanding our knowledge concerning the components of high school students' conceptual ecologies through its definition of the categories and themes associated with those components. In examining a wide and across range of components the study has shown the variety and the source for the conceptions of high school students' conceptual ecologies.
Key Words: components, conceptual ecology, conceptual change, nature of knowledge, learning science
Ph. D. Dissertation, Science Education, 1996
University of Wisconsin-Madison, U. S. A.
Advisor: Dr. Peter Hewson