Teaching to Promote Deep Understanding and Instigate Conceptual Change

Details Teaching to Promote Deep Understanding and Instigate Conceptual Change Teaching to Promote Deep Understanding and Instigate Conceptual Change

Dec 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...20923403z&link_type=abstract

2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #234.03; Bulletin of the American Astronomical Society,

Astronomy and Astrophysics

Astronomy

Scientific paper

This paper focuses on how to promote deep understanding by making the students to question their inherent conceptual knowledge of how the world works, and on how to correct these views should they be different form the scientifically proven views. This paper reviews the conceptual change model and suggests additional steps. First, the student has to consciously notice and understand what the problem is; second, s/he has to assimilate more information and try to fit it into already existing neural networks; third, s/he has to critically think through all the argumentation in his/her own words and reorganize this thoughts s/he has to accommodate the knowledge and evaluate against his or her prior beliefs; forth s/he has to own the concept and has to consider it her/his personal construct; and finally, s/he has to work towards obtaining fluency in the newly acquired and understood concept so that this concept itself has then becomes a mere building block for future, more advanced concepts. The claim is that during the process of conceptual change what happens in the student’s mind is a reorganization of his or her thoughts, the creation of new neural networks, and the rewiring of old ones. This process is difficult to provoke and requires the student to work hard. Instructors can challenge the student to undergo the process of conceptual change but cannot do it for the student.

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