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Can Definitions Contribute to Alternative Conceptions?: A Meta-Study Approach

Chee Leong Wong|Kueh Chin Yap
한국과학교육학회 (The Korean Association for Science Education)|2012.10|한국과학교육학회지 (Journal of the Korean Association for Science Education)|제32권 제8호|pp. 1295-1317

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참고문헌

키워드

meta-studyDefinitionsAlternative conceptions
주제분류교육학

초록

There has been disagreement on the importance of definitions in science education. Yager (1983) believes that one crisis in science education was due to the considerable emphasis upon the learning of definitions. Hobson (2004) disagrees with physics textbooks that do not provide general definition on energy. Some textbooks explain that “there is no completely satisfactory definition of energy” or they can only “struggle to define it.”In general, imprecise definitions in textbooks (Bauman, 1992) and inaccuracies in definition provided by teachers (Galili & Lehavi, 2006) may cause alternative conceptions. Besides, there are at least four challenges in defining physical concepts: precision, circularity, context and completeness in knowledge. These definitional problems that have been discussed in The Feynman Lectures, may impede the learning of physical concepts. A meta-study approach is employed to examine about five hundreds of journal papers that may discuss definitions in physics, problems in defining physical concepts and how they may result in alternative conceptions. These journal papers are mainly selected from journals such as American Journal of Physics, International Journal of Science Education, Journal of Research in Science Teaching, Physics Education, The Physics Teachers, and so on. There are also comparisons of definitions with definitions from textbooks, Dictionaries of Physics, and English Dictionaries. To understand the nature of alternative conception, Lee et al. (2010) have suggested a theoretical framework to describe the learning issues by synthesizing cognitive psychology and science education approaches. Taking it a step further, this study incorporates the challenges in semantics and epistemology, proposes that there are at least four variants of alternative conceptions. We may coin the term, ‘alternative definitions’, to refer to the commonly available definitions, which have these four problems in defining physics concepts. Based on this study, alternative definitions may result in at least four variants of alternative conceptions. Note that these four definitional problems or challenges in definitions cannot be easily resolved. Educators should be cognizant of the four variants of alternative conceptions which can arise from alternative definitions. The concepts of alternative definitions can be useful and possibly generalized to science education and beyond.

Abstract

There has been disagreement on the importance of definitions in science education. Yager (1983) believes that one crisis in science education was due to the considerable emphasis upon the learning of definitions. Hobson (2004) disagrees with physics textbooks that do not provide general definition on energy. Some textbooks explain that “there is no completely satisfactory definition of energy” or they can only “struggle to define it.”In general, imprecise definitions in textbooks (Bauman, 1992) and inaccuracies in definition provided by teachers (Galili & Lehavi, 2006) may cause alternative conceptions. Besides, there are at least four challenges in defining physical concepts: precision, circularity, context and completeness in knowledge. These definitional problems that have been discussed in The Feynman Lectures, may impede the learning of physical concepts. A meta-study approach is employed to examine about five hundreds of journal papers that may discuss definitions in physics, problems in defining physical concepts and how they may result in alternative conceptions. These journal papers are mainly selected from journals such as American Journal of Physics, International Journal of Science Education, Journal of Research in Science Teaching, Physics Education, The Physics Teachers, and so on. There are also comparisons of definitions with definitions from textbooks, Dictionaries of Physics, and English Dictionaries. To understand the nature of alternative conception, Lee et al. (2010) have suggested a theoretical framework to describe the learning issues by synthesizing cognitive psychology and science education approaches. Taking it a step further, this study incorporates the challenges in semantics and epistemology, proposes that there are at least four variants of alternative conceptions. We may coin the term, ‘alternative definitions’, to refer to the commonly available definitions, which have these four problems in defining physics concepts. Based on this study, alternative definitions may result in at least four variants of alternative conceptions. Note that these four definitional problems or challenges in definitions cannot be easily resolved. Educators should be cognizant of the four variants of alternative conceptions which can arise from alternative definitions. The concepts of alternative definitions can be useful and possibly generalized to science education and beyond.

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