Teaching for Conceptual Change

Contrary to an earlier belief, children have the ability to do many things earlier. According to research, children have powerful reasoning abilities and able to do mental manipulation of information and understand logic. Additionally, children are always theorizing concepts on how the world functions. That way, children come to class with already formed misconceptions that are relatively difficult to dislodge. Nevertheless, these preconceptions are necessary for they are a great foundation on which refined scientific knowledge can be created. With that, it is necessary that a teacher targets these misconceptions. However, just like any human being, since these misconceptions might be intricately intertwined with the student’s beliefs, thoughts, wishes and ideas, students find it hard to let go of them hence it is important that a teacher uses argumentation and dialogue to help students successfully change their ideas. Teachers should employ a listening and probing technique of teaching in addition to seeking a common understanding with the students to ensure students grasp new concepts as intended.

According to the a great science educator, John Dewey, science is not supposed to be taught as ready-made knowledge for students to merely familiarize with, but as an attitude of mind through which students should transform their mental habits. During the 1960s, in a rush not to fall behind Russia in space exploration, the US poured a lot of money in developing scientific programs for teaching science in elementary and secondary schools. Nevertheless, these programs fundamentally failed achieving their purpose. While focusing on changing the behavior of teachers without convincing them on the importance of the new way to teach science to students, the end results of the programs were not as desirable. For both students and teachers, there is a need to convince them of the importance of a curriculum before implementing it. In the event that such an action is not taken, students will leave classrooms with their original misconceptions.