Characteristic Concept Formation and Teaching the Principles of the Pendulum in the Elementary School : The Case of "Messing About"

Abstract

The problem of elementary school students' "theory-laden observation" in science classes has been pointed out. However, the study of effective teaching strategies in regard to "theory-laden observation" as a characteristic of human cognition has rarely been done. In this study, I pay attention to the na_ve concept, a characteristic of elementary school students' cognition resulting from "theory-laden observation," and I examine the validity of "messing about" as a teaching strategy for changing such na_ve concepts which influence students' observations and experiments. We analyzed the students' responses and found the following two points: (1) In regard to changing students' na_ve concepts that influence their observations and experiments, "messing about" is an effective strategy of teaching. Especially activity of the ○ situation of "messing about" is important. (2) In order to develop students' awareness of and challenge and revise their na_ve concepts, teachers can have them proceed with quantitative experiments of free domtrials→△ of ○.