Educational Reconstruction of primary school students – a study on the conceptual change based on teaching experiments in the context of hydropower

Dipl.-Geogr. Julia Mrazek

First advisor: Prof. Dr. Alexander Siegmund

 

The theory of conceptual change wants to explain how students´ conceptions are changing.  The central question is what exactly is changing and how the process of changing can be used for improving lessons.

The aim of the study is it, to analyze the conceptual change of primary school children in the context of hydropower. The main question is how primary school students´ conceptions are changing during the learning. The study is framed by the Model of Educational Reconstruction (Duit et al. 2012). The concept consists of the three parts technical clarification, recording of the students` perspective and didactic structuring.

The technical clarification analyses scientific statements and theories on hydropower based on the qualitative content analysis of Mayring (2000).  The recording of the students` perspective examines students` conceptions of third year primary school students. Recognizable concepts are worked out, generalized and categorized. As a method to record and analyze the conceptions the teaching experiment (Steffe 1983) is used. It connects parts of lessons with parts of the Interview by Piaget to record the students´ conceptions on the one hand and to impart knowledge on hydropower on the other hand. The teaching experiments are recorded by video and analyzed by qualitative content analysis. The emphasis of the analysis lies on the examination of the conceptual change of the students` conceptions.

The didactic structuring connects the results of the technical clarification and of the students` conceptions to enunciate guidelines for lessons on hydropower at primary school.

 

Design of the study following the Model of Education Reconstruction by Duit et al (2012)

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