Conceptual Change in Two Middle School Science Students During Instruction about the Concept of Burning

Abstract

The purpose of this study was to describe conceptual change in two middle school students during instruction about the concept of burning. Sources of data included videotapes of six days of teaching, extensive daily interviews with the two students, responses to specific questions, and class work and homework assignments during the six days of teaching. Analysis of the data shows that the process by which the two students acquired information and increasingly more organized knowledge structures during instruction was comparable to Strike’s characterization of learning within a conceptual change, constructivist framework. Moreover, results show that reflection and cognitive conflict were important components of the conceptual change process experienced by the two students.