Dr. Keith S. Taber
Publication:
Taber, K. S. (1995)
Development of Student Understanding: A Case Study of Stability
and Lability in Cognitive Structure
Research in Science & Technological Education, 13 (1),
pp.87-97
Abstract:
This paper presents findings from a case study into
the development of student understanding of a complex and abstract scientific
concept: chemical bonding. The case study reveals significant progression
in student understanding - but also highlights issues of how such progression
should be assessed. Particular emphasis is given to the factors that were
associated with ‘blocks’ to appropriate concept development. The learner
discussed had her own ‘alternative conceptions’ of ionic charge and electrostatic
attraction that - lacking the appropriate requisite background knowledge
- she used in order to make sense of chemistry. These alternative ideas blocked
the development of an electrostatic framework for bonding to replace the
‘full outer shell heuristic’ used at GCSE, and had repercussions for the
understanding of a range of related concepts. The importance of diagnosing
learners’ alternative ideas is thus demonstrated, and some of the problems
of carrying out such diagnoses are considered.