SCIENCE TECHERS CONCEPTION OF TEACHING

IMPLICATION FOR TEACHER (OF CHEMISTRY)

EDUCATION

Lecturer : DR. Simson Tarigan,MPd.,MA

By : Mahniar Sinaga
NIM : 8186142009
 INTRODUCTION

 THE IDEAS WHICH HAVE CONTRIBUTED TO THE STUDY OF

CONCEPTIONS OF TEACHING HAVE ARISEN FROM TWO
DISTINCT BODIES OF RESEARCH.
 THE FIRST, A LARGE BODY OF RESEARCH IN SCIENCE
EDUCATION IN RECENT YEARS HAS BEEN DIRECTED AT
EKPLORATING STUDENTS IDEAS ABOUT SCIENTIFIC
FENOMENA
RESEARCH ON STUDENT CONCEPTIONS

 IN RECENT YEARS, MANY STUDIES OF STUDENT CONCEPTIONS OF

NATURAL PHENOMENA HAVE BEEN CARRIED OUT IN DIFFERENT
DISCIPLINES, IN DIFFERENT COUNTRIES AND AT ALL EDUCATIONAL
LEVELS FROM ELEMENTARY SCHOOL THROUGH COLLEGE GRADUATES.

 IT IS THESE CHARACTERISTIC WHICH POINT TO THE NEED TO DESIGN

INSTRUCTION WHICH ADDRESSES ALTERNATIVES EXPLICITLY, EVEN
WHEN AS IS GENERALLY THE CASE, THEY ARE NOT PRECISE, NOT AS
EXTENSIVE, NOT AS WIDELY USEFUL AS THISE WHICH WE WANT
STUDENTS TO LEARN.
 THE CONCEPTUAL CHANGE MODEL
AND TEACHING
 THE RECOGNITION THAT CHANGE OF THIS NATURE MAY HAVE TO
OCCURS FORMS THE BASIS OF THE CONCEPTUAL CHANGE MODEL OF
LEARNING (CCM)

 THE CCM PROVIDES GUIDELINES FOR DESIGNING SCIENCE

INSTRUCTION WHICH TAKES EXPLICIT ACCOUNT OF STUDENTS
EXISTING CONCEPTIONS.
 IMPLICATIONS FOR TEACHER
EDUCATION
 AWARE OF THE ROLE PLAYED BY STUDENTS EXISTING KNOWLEDGE IN
UNDERSTANDING NEW MATERIAL

 CONVINCED OF THE NEED TO USE CONCEPTUAL CHANGE TEACHING

STRATEGIES WHEN STUDENTS EXISTING CONCEPTIONS CONFLICT WITH
THOSE BEING TAUGHT

 ABLE TO PLAN AND PERFORM TEACHING ACTIONS WHICH GIVE

EFFECT TO THESE STRATEGIES
 CONCEPTIONS OF TEACHING

 THERE ARE SOME OBSERVATION TO BE MADE ABOUT THE ABOVE

APPROACHES OR CONCEPTIONS OF TEACHING

1. THE LIST IS NOT A COMPLETE ONE

2. THE DIFFERENT CONCEPTIONS NEED NOT BE EXCLUSIVE
3. THERE CAN BE CONFLICT BETWEEN THE DIFFERENT
CONCEPTIONS.
 A STUDY OF TEACHER EDUCATION

THESE MATERIALS ARE REFERRED TO BELOW AS THE DIRAC WROKSHOP.IN BRIEF

OUTLINE, THE WORKSHOP:
1. PRESENT EVIDENCE OF THE REALITY AND PREVALENCE OF ALTERNATIVE
CONCEPTIONS
2. PROVIDES AN EXPLANATION IN TERM OF THE CCM OF WHY ALTERNATIVE
OCCUR AND AND SO TENACIOUSLY PERSISTENT
3. DISCUSSES WAYS OF IDENTIFYING ALTERNATIVE CONSEPTIONS
4. PRESENT EVIDENCE OF WHAT CAN HAPPEN IF ALTERNATIVE CONSEPTIONS
ARE IGNORED IN TACHING
5. DISCUSS GENERAL PRINCIPLES AND PRESENT EXAMPLES OF TEACHING WHICH
ADDRESSES ALTERNATIVE CONCEPTIONS
 THE GO WORKSHOP

 PARTICIPANT DESIDE ON THEIR ANSWER TO A SET OF QUESTIONS ABOUT A

PARTICULAR CONTENT TOPIC
 PARTICIPANTS READ AN ESSAY WHICH DISCUSS DIFFERENT PATTERNS WHICH
OSBORNE AND GILBERT HAD OBSERVATED IN STUDENT RESPONSES, SUCH AS THE
USE OF SELF USE OF SELFT CENTRED AND HUMAN CENTRED VIEWPOINTS.
 PARTICIPANTS CONSIDER SAME OF THE METHODS USED IN IDENTIFYING STUDENT
CONCEPTIONS AND THEN DESIGN A DIAGNOSTIC PROBE FOR A PARTICULAR
STUDENT GROUP IN A SPESIFIC SUBJECT AREA.
 THE RESULT OF AN ANALYSIS OF TEACHING OUTCOME ARE PRESENTED IN ORDER
TO INDETIFIED AND UNDISTURBED CHILDEREN SCIENCE OUTCOME.
 PARTICIPANT CONSIDER AN EXAMPLE OF TAKING ALTERNATIVE INTO ACCOUNT,
BASED ON THE WORK OF NUSSBAUN AND NOVICK, AND ARE PROVIDED WITH
DETAILS OF SAME SPECIFIC.
 THE DIRAC WORKSHOP

 PEOPLE HAVE TO USE THE KNOWLEDGE THEY POSSESS IF THEY ARE TO

UNDERSTAND NEW INFORMATION.

 PEOPLE STRIVE TO MAKE SENSE OF THEIR EXPERIENCE, WHETHER THEY ARE

PROVIDED INSIDE OR OUTSIDE THE CLASSROOM

 DIFFERENT INDIVIDUALS CONSTRUCT ALTERNATIVE CONCEPTIONS OF THE

SAME INFORMATION.
THANK YOU