Knowledge Building and Conceptual Change

Abstract

Since the early research on naive Physics that started in the 1970s, there has been growing recognition of the need for education to take account of learners intuitive ideas, many of which have been found to be robust to change, and the challenge that such ideas pose for education, within the science disciplines and beyond. Some theories have pointed to metaconceptual aspects of understanding as pivotal to conceptual change and that intentional learning would possibly prove to be an effective education approach to change. Knowledge building is a form of intentional learning that promotes epistemic agency at an individual as well as community level. Can we find evidence that knowledge building discourse lead to conceptual change and hence more effective learning of correct concepts in science? A study was designed and conducted on the possible impact of knowledge building activities on conceptual change in mechanics concepts in conjunction with the Go Up, Stay High! Science Design Competition . This contribution reports on the preliminary findings from this study.