Caryn Asherson
SED 600
Dr. Rivas
April 15, 2007
Current Event #2
“Examining Young Children’s Conceptual Change Process in Floating and
Sinking from a Social Constructivist Perspective”
This study aimed to find the answer to how six year olds changed their conceptual
understanding about floating and sinking when instruction was provided. The author analyzed
the instructional process to obtain a deeper understanding about how conceptual change was
reached and what elements were involved in the process. Furthermore, the process of conceptual
change was examined by focusing on how collaborative interaction during the learning process
impacted cognitive transformation. The results of the study implied that combining intellectual
information on a specific subject with powerful emotional content can activate and reinforce
learning. Additionally, the study found that children’s conceptual change was significantly
facilitated through verbal interaction with peers.
The subjects of the study were kindergarteners, aged six, from the city of Joensuu,
Finland. The guided discovery method to learning was applied using a problem-based approach,
in which the children actively participated in solving the problems of sinking and floating. The
children had opportunities to express their current ideas, to make their predictions about flotation,
explore the phenomenon with concrete materials and, afterwards, to give their explanations.
Strengths
Focus on Younger Children
Conceptual change is a complex idea and this study attempts to present it in a simplified
form. Previous studies on conceptual change have focused on older students. Young children’s
conceptual change has not been widely studied (Havu-Nuutinen, p.259). However, it remains
important that we recognize that conceptual change should be seen as a lifelong process, which
begins before children enter school.
Triangulation
This study uses qualitative analysis of verbal data to examine conceptual change in
learners. Sources of data include pre and post interviews with students. Video material and
audio-tapes of the lessons provide a further data source for triangulation. Moreover, cognitive
restructuring is investigated in an authentic context. Thus, this investigation provides a valid
measure of how students reorganize knowledge.
Weaknesses
Needs to Elaborate on the Application of Constructivist Theory
This investigation does not go into detail about what teachers can do to facilitate
conceptual change and help students learn. It is important that teachers are given clear
directions on how to implement the aspects of constructivist learning theory. Elements of
constructivist ways of teaching have been clarified in a number of contexts (Havu-Nuutinen,
p.260), but further explanation of the application of constructivist practices needs to be described.
Future Research
The results of this study would have been more convincing if the research had been
repeated and revised. The examiner did not reveal any deficiencies in the experiment nor
recommendations for further implementation of constructivist science curriculum. There were no
suggestions regarding extension of the research or any mention of plans to modify the
investigation for improvement.
Implications
The guided discovery method is motivating for students. Problem-solving tasks produce
emotional satisfaction for learners. When children are given motivating tasks, conceptual
understanding is reinforced. Problems arise when instruction does not relate to what students
find important. The challenge to educators is to link what we need to teach to what really matters
to students. Learners will develop an appreciation of the processes of investigation if they are
studying things that matter to them.
Furthermore, since schooling is a social experience, learning is considerably influenced
by the social context in which things are taught. Conceptual change is encouraged in young
children when they interact and communicate with other children. Conversations with peers help
to create situations where cognitive conflict can occur through discussions and sharing meanings.
Reflection
I chose this article because I teach science to primary students in grades four through
six. Recently, my principal informed me that I may be teaching second grade as well. As a
result, I find myself gravitating toward articles that examine younger students. This article
reminded me that the purpose of learning is for an individual to construct meaning, not just
memorize the right answers and regurgitate someone else’s meaning. Knowledge is actively
constructed by learners, rather than transmitted by teachers. However, the teacher’s questions
and prompts are needed to promote conceptual change.
Students need to be allowed to make their own inferences, discoveries, and conclusions
if true learning is going to take place. It is important that I remember to encourage children to
reflect on their own experiences during problem-solving tasks. This will enable students to
construct their own understanding of the world. One of my major goals as a teacher is to engage
my students in authentic learning. The constructivist approach offers opportunities for me to be
creative with my teaching. It encourages me not only to observe and assess, but to also engage
students, to wonder aloud, and to pose questions that promote reasoning.
References
Havu-Nuutinen, S. (2005). Examining young children’s conceptual change process in floating and
sinking from a social constructivist perspective. International Journal of Science
Education, 27(3), 259-279.