Transition from Personal to Scientific Understanding

Abstract

This study describes the concepts used by two classes of middle school (Grade 8) children, one advanced and the other of average ability, to explain the changes that occur when water is heated to boiling point. There was little difference between the advanced and average group in terms of the personal misconceptions used to explain boiling. The study also examines the changes that take place in conceptual knowledge immediately after instruction using a specific strategy of conceptual conflict resolved through the mediation of analogy. Results show that some pupils acquire a scientific understanding of the process of boiling but for others personal misconceptions continue to be held.