Effects of the Teaching Strategy of ‘Conflict Maps’ to Induce Conceptual Change: Case Study of a Science Lesson on the ‘Movement of Pendulums’

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  • コンフリクトマップを用いた教授方法が概念変容に及ぼす効果
  • コンフリクトマップを用いた教授方法が概念変容に及ぼす効果 : 振り子の運動の学習を事例として
  • コンフリクトマップ オ モチイタ キョウジュ ホウホウ ガ ガイネン ヘンヨウ ニ オヨボス コウカ : フリコ ノ ウンドウ ノ ガクシュウ オ ジレイ ト シテ
  • ―振り子の運動の学習を事例として―

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This study was intended to examine the effectiveness of applying the learning model of Tsai’s (2000) conflict map in an elementary school science class. We chose to focus on pendulum motion, as it is known that students havestrong preconceptions on the subject. Students were divided into one experimental group and one control group.The teaching strategy utilizing ‘Conflict Maps’ was used only in the experimental group, whereas the control group followed the flow of inquiry learning as shown in the textbook. We performed a concept investigation after the class.The result was that the experimental group was more effective in forming the intended scientific concepts than the control group. Thus, the ‘Conflict Maps’ teaching strategy was effective in bringing about conceptual change in elementary school students.

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