Abstract
Thinking Journey (TJ) approach to teaching suggests a way to improve learning scientific concepts. This method incorporates the features of mediated learning as well as of the constructivist paradigm (conceptual change). The approach suggests variation of learner's perspective on the natural phenomenon learned, instead of unique perspective, common in teaching practice. Changing perspectives allows students to overcome their naïve knowledge usually based on an intuitive egocentric view. We describe a cycle for teaching Day-Night exchange to middle school students and summarize the features of the applied method. Our results show students' higher than usual success in scientific understanding of the Day-Night cycle and overcoming their naive conceptions.
| Translated title of the contribution | Using thinking journey for understanding the day-night concept |
|---|---|
| Original language | Spanish |
| Pages (from-to) | 94-98 |
| Number of pages | 5 |
| Journal | Journal of Science Education |
| Volume | 10 |
| Issue number | 2 |
| State | Published - 2009 |
Keywords
- Conceptual change
- Day-night
- Multiple perspectives in teaching science
- Thinking journey