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Asia-Pacific
Forum on Science Learning and Teaching, Volume 6, Issue 2, Article
1
(Dec., 2005) Shu-Chiu LIU From geocentric to heliocentric model of the universe, and the alternative perspectives
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Asia-Pacific
Forum on Science Learning and Teaching, Volume 6, Issue 2, Article
1
(Dec., 2005) Shu-Chiu LIU From geocentric to heliocentric model of the universe, and the alternative perspectives
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Historical Models for Science Teaching and Learning
It is a common goal for science education practitioners to locate instructional approaches that can foster students' conceptual change in their science learning processes. To stimulate conceptual change, as generally agreed, a primary stage where students come to recognise and further scrutinize their own conceptions is required. The common place between students' and historical models, as discussed in the last section, can be specially meaningful for this stage. Namely, historical models can be operated in the science classroom as intermediate models in the learning process (Clement, 2000), providing alternative views that have common features with the student's initial conceptions and have also cognitive connections to the intended scientific knowledge. The sequential feature of historical models can function as a reflective tool to help students locate their own ideas and proceed to understand the scientific ones. It should be noted that the models should not be clarified merely by its descriptive explanations, but instead the causal relations among concepts and the constraints lying behind them should be emphasized. As the student's knowledge is often in conflict with modern scientific ideas, it could be valuable to use historical models, presented with its developmental features, as the bridge for the student to move from one end to another. The highlight of the inclusion of historical models shall be the changing perspectives from on the surface of the earth to beyond as illustrated in the historical transition from Ptolemaic to Copernican universe, where the children find analogies to their ideas. The Chinese alternative view on the universe may similarly serve to stimulate students' reflection and furthermore convey some aspect of the nature of science -the role of "reasoning".
Copyright (C) 2005 HKIEd APFSLT. Volume 6, Issue 2, Article 1 (Dec., 2005). All Rights Reserved.
