A Combined Method of Analysis from Macro and Micro-Viewpoint : Understanding the Process of Conceptual Changes in a Science Class

Abstract

This research examined the process whereby "preconceptions" implicitly represented within learners in a fourth-grade science class studying the "change of water state" change into "scientific concepts" through a combined method of analysis from macro and micro-viewpoints. Results of the analysis are as follows: 1) From a macro-viewpoint, the quantity shift of conceptual changes of the whole class throughout the entire course was measured using a quantitative analysis. As a result, it was suggested that reinterpretation of preconceptions is induced by expanding the range of denotations of concepts. 2) From a micro-viewpoint, discourse during the learning process was interrupted by microgenetic interactive analysis. As a result, it was shown that if critical attributes that are fundamentally conflicting (e.g., are steam bubbles water or air?) become explicit during dialogue with others, changes from preconceptions to scientific concepts are consequently induced during a process in which socio-cognitive conflicts are resolved.