THE INFLUENCE OF ENGAGEMENT IN PRACTICAL WORK ON MIDDLE SCHOOL STUDENTS’ ALTERNATIVE CONCEPTIONS REGARDING BIODIVERSITY

Abstract

With traditional teaching methods prevalent in the U.S., it is crucial that science teachers understand methods that result in authentic changes in classroom instruction. Alternative conceptions that students bring to the classroom present a roadblock to them becoming scientifically literate. Practical work presents a promising approach to developing an engaging and minds-on science classroom that lends itself to students digging deeper into the science content and becoming scientifically literate citizens. Although the research has been inconclusive regarding the effects of practical work, it can be used as a tool in the science classroom to help students confront their alternative conceptions. This study used an exploratory case study design to explore how a unit that contained practical work could influence students’ alternative conceptions concerning biodiversity.

The researcher approached analysis from both individual and holistic perspectives. From an individual perspective, each participant’s thinking fluctuated concerning the different alternative conceptions during the unit. From a holistic perspective, there were meaningful changes regarding biodiversity terminology. As a result, vocabulary during a unit can be influenced with use of practical work. Another conclusion from the study was students must have opportunities to confront alternative conceptions directly through instruction to ensure that new scientific information not only merges with their thinking but also shifts their thinking toward the scientific knowledge. Ongoing research is required to understand the implication of practical work in the classroom and how it can influence students’ scientific thinking.