Research on Alternative
Conceptions of Science
Scott M. Graves, PhD
Southern Connecticut
State University
Emergent Knowledge Claims
There are eight knowledge claims
about alternative conceptions that
researchers have focused on over the
past 10 years.
Claim 1
Learners come to formal science
instructions with a diverse set of
alternative conceptions concerning
natural objects and events.
Think of examples from:
 Physics
 Biology
 Chemistry
 Earth/Space science
 http://www.amasci.com/miscon/opphys.html
Claim 2
The alternative conceptions that learners
bring to formal science instruction cut
across age, ability, gender, and cultural
boundaries.
Claim 3
Alternative
conceptions are
tenacious and
resistant to
extinction by
conventional
teaching
strategies.
Claim 4
Alternative conceptions often parallel
explanations of natural phenomena offered
by previous generations of scientists and
philosophers
Claim 5
Alternative conceptions have their
origins in a diverse set of personal
experiences including:
 direct observation and perception,
 peer culture and language,
 teachers’ explanations,
 instructional materials.
Claim 6
Teachers often
subscribe to the
same alternative
conceptions as
their students
Claim 7
Learners’ prior knowledge interacts with
knowledge presented in formal
instruction, resulting in a diverse set of
unintended learning outcomes.
Claim 7
 The undisturbed children’s science
outcome
 The reinforced outcome
 The two perspective outcome
 The mixed outcome
 The unified scientific outcome
Claim 8
Instructional approaches that facilitate
conceptual change can be effective
classroom tools.
Claim 8
Hilda Taba developed a three stage, multipurpose approach that provides an excellent
occasional teaching option.
 First, students make an exhaustive list of
observations, ideas, or concepts.
 Second, students gather all similar items
together.
 Third, the students name each category.
Claim 8
 Students are then assigned to category
groups and proceed to research their topic. A
teacher's role is to facilitate acquisition of
relevant information sources. The final
product is a report, portfolio, video
presentation, or open house project fair.
Claim 8
Bruner developed an activity that engages
youngsters in formulating big picture concepts
through the use of illustrations he calls
exemplars.
Exemplars may be "yes" (positive) or "no"
(negative). Positive exemplars contain attributes
of the concept to be taught. Both positive and
negative exemplars are given at random to the
class or as an individual activity.
Exposing, Exploring and Remediation of Alternative
Conceptions leads to Restructuring of
Learner Theories and Conceptual Change.
In a trusting learning environment
(constructivist), remediation of alternative
conceptions leads to increased learner
efficacy in science and science teaching.
The End
Wandersee, J., Mintzes, J., Novak, J. (1994) Research on alternative
conceptions of science. Handbook of research on science teaching.
MacMillan NY.
Graves, S.M. (1999) Alternative Conceptions in Science and Science
Teaching.