Dr. Keith S. Taber
Publication:
Taber, K. S. (2008)
Exploring conceptual integration in student thinking: evidence from a case
study
International Journal of Science Education 30
(14), 1915-1943.
(Published on-line, 9th October, 2007, DOI: 10.1080/09500690701589404.)
Abstract:
Two reasons are suggested for studying the degree of conceptual
integration in student thinking. The linking of new material to existing
knowledge is an important aspect of meaningful learning. It is also argued
that conceptual coherence is a characteristic of scientific knowledge and
a criterion used in evaluating new theories. Appreciating this ‘scientific
value’ should be one objective when students learn about the nature of science.
These considerations imply that students should not only learn individual
scientific models and principles, but should be taught to see how they are
linked together. The present paper describes the use of an interview protocol
designed to explore conceptual integration across two college level subjects
(chemistry and physics). The novelty here is that a single interview is used
to elicit explanations of a wide range of phenomena. The potential of this
approach is demonstrated through an account of one student’s scientific thinking,
showing both how she applied fundamental ideas widely, and also where conceptual
integration was lacking. The value and limitations of using this type of
interview as one means for researching conceptual integration in students’
thinking are discussed.