Does Classroom Explicitation of Initial Conceptions Favour Conceptual Change or is it Counter-Productive?

摘要: This research investigates the effect of classroom explicitation initial conceptions (CEIC) on conceptual change in context learning electricity. Eight hundred and seventy five thirteen year-olds were tested laboratory conditions to see if CEIC is or not a productive step toward change. All students experienced problem-based pedagogical treatment called “the electronic challenge.” The randomly determined experimental group was also exposed CEIC. Data shows significant beneficial no unwanted “contamination effect”, particularly for female subjects.