Interactive Analysis of Verbalization Activity in the Changing Process of Preconceptions in a Fourth-Grade Science Class on the "Changes of State in Water"

Abstract

This research project examined teaching and learning tools that induce changes in the preconceptions of learners regarding the changes of state in water. As a result of microgenetic interactive analysis based on the qualitative analysis of TD (Transactive Discussion) of verbalization activity and behavior generated during the learning process, it was suggested that the following teaching-learning methods are useful in promoting conceptual changes. 1) While observing a demonstration experiment showing that a change of state occur in some substances (e.g. butane, alcohol) other than water, "cognitive conflicts" arise during the process of understanding the mechanism of the changes in the state of water as discrepancies appear between preconceptions and experimental results; moreover, changes in preconceptions are induced when the conflicts are resolved. At that time, the "learning tools" (e.g. tablet PC, paint software) served a valuable role as "cognitive tools." 2) A change is induced when "preconceptions" and "scientific concepts" are perceived as specific images and find correlation with one another, in a process where the "software for animation model" is introduced and the context of arguing the "visibility of the grounds of thought" develops.