Teaching Strategy with a Cognitive/Social Approach in the Induction of Conceptual Changes Regarding Dissolution

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  • TAKAGAKI Mayumi
    Faculty of Human Life Sciences, Jissen Women's University
  • TAZUME Hirotsugu
    Faculty of Welfare Society, International University of Kagoshima
  • MORIMOTO Shinya
    Faculty of Education and Human Sciences, Yokohama National University
  • KATO Keiji
    Faculty of Education and Human Sciences, Yokohama National University

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Other Title
  • 溶解概念の変化を促す認知的・社会的側面からの教授的アプローチ
  • ヨウカイ ガイネン ノ ヘンカ オ ウナガス ニンチテキ シャカイテキ ソクメン カラ ノ キョウジュテキ アプローチ

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The purpose of this research was to design a teaching strategy on the dissolution of substances to fifth-grade students and to induce changes so that their naive conceptions regarding the water-solution phenomenon turned into scientific ones. Firstly, from a cognitive approach, a microscopic perspective of a particle model was introduced as a cognitive tool. Secondly, from a social approach, a learning environment was established where smaller group learning sessions were reconstructed in whole-class discussion sessions using an electronic board. Results of interactive analysis of verbalization activity and descriptive analysis of pre-post tests showed that: 1) change from a macroscopic to a microscopic perspective was encouraged by the introduction of the 'particle model' perspective; 2) using an electronic board on students' own initiatives as an intermediary, the process of construction of theories in small group sessions was made visual in whole-class discussion sessions; therefore, authentic questions were generated and reflective thinking proceeded, which shifted between intra-individual and inter-individual zones. These findings suggested that the teaching strategy from both cognitive and social approaches in 1) and 2) induced conceptual change regarding the water-solution phenomenon.

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