The Effects of Project-Based Learning on Conceptual Change

Author(s):

Astrid Wasmann-Frahm(presenting / submitting)

Conference:

ECER 2011

Network:

27. Didactics - Learning and Teaching

Format:

Paper

Session Information

27 SES 10 C, Cooperative Teaching and Learning Forms

Paper Session

Time:

2011-09-15

15:00-16:30

Room:

KL 23/221,1 FL., 49

Chair:

Gérard Sensevy

Contribution

Introduction into the Vertebrates in a Project-Based versus Teacher-Centered Setting

This paper asks how to promote pupils to reconstruct their knowledge about vertebrate concepts in a way that their conceptual understanding fits scientific evidence. It proposes a project-based approach of teaching Classification of Vertebrates. This approach is theory-orientated relying on project theory and on conceptual change theory. Therefore I compared the children’s learning and performance in a project-based unit on vertebrates with a teacher-directed unit. The goal of my investigation was to see the effects of the two teaching methods on children’s conceptual change and whether biology teachers might utilize project-based methods for the reaching of educational standards.

Theoretical framework

More recent research results prove that teacher-centered learning cannot contribute to a better educational quality in the sense of a more flexible easy-to-apply knowledge. Among others the difficulties met by pupils are to be considered as a consequence of teaching methods based on questions and answers developed thereof under the supervision of teachers (Sumfleth, 2002). The discussion about improving the quality of science education focuses on a variety of methods, so the project method (A. Wasmann-Frahm, 2009).

Many investigations have proved the lack of taxonomic knowledge (Braund, 1991; Ryman, 1974; Wasmann-Frahm, 2009a). The common suggestions that penguins, whales, sea-lions were fish reveal a classification attributed to the habitat and locomotion criteria. The problem is that such misconceptions are resistant to change (Duit, 2000). Instead of using the learnt conceptions people continue applying the concepts they first learnt (Olman, 2004; Posner, Strike, Hewson, & Gertzog, 1982; Quine, 1977; Rosch, Mervis, Gray, Johnson, & Boyes-Braem, 1976). For the construction of vertebrate concepts pupils have to learn using both parts of the hybrid comparison process, the similarity-based and the theory-based part (Smith & Sloman, 1994).

The project learning in question is characterized by the elaboration of a complex interlaced theme. The learning is action-oriented, takes place in co-operative settings and pursues a common goal, for example a presentation or an exposition about the students’ findings (Bastian, Gudjons, Schnack, & Speth, 2004; Dewey, 1931; Wasmann-Frahm, 2009). It is integrated in subject lessons and submitted to curricular guidance (A. Wasmann-Frahm, 2009).

Method

An interventional treatment with two fifth grade classes (one experimental and one control group, n= 50) was performed. In the experimental group (n=26) the use of the method of comparison and classification represented the main part of the pupils’ activity. They worked with animal cards to classify species into vertebrate classes by using a great variety of species within vertebrate categories. The learning unit opened for self-guided learning. In the control group instead the teacher introduced the vertebrate classes by presenting one typical animal for each class as it happens traditionally in many classrooms. Pupils in this unit received the knowledge in isolated bites and simply acquired facts. A pre-, post- test design was established and statistically evaluated. A two part classification test was developed to obtain results on the use of similarity-based and t-based use of comparison as well as on animal conception (Rips, 1989; Smith & Sloman, 1994) .The pupils got two different classification cards. Pupils had to classify the animals and to give arguments for their decision. Another task was to link animals from different vertebrate classes in a concept map.

Expected Outcomes

The experimental group could significantly enhance its ability of classification (t-test, paired samples, significant at .05 level). It can be concluded that self-directed activities with a close connection of method and content improve conceptualisation of vertebrate concepts and anchor these concepts deeper in the mental representation system where they stay for long (Wasmann-Frahm, 2009). The arguments of classification, too, indicate the improvement of competencies in classification and conceptualization. They demonstrate that the experimental group has gained much more skills in taxonomic classification. After four months, pupils out of the experimental group still retained the scientific view of vertebrate concepts while 35 % of the control group was even not able to give any argument. Pupils from the experimental group will not switch between competing concepts in different contexts. They integrate their knowledge into an interrelated conceptual system while the learners of the control group must have treated the learning materiel as disconnected bits of knowledge. This conclusion is in accordance with the findings of Krajcik and other project researchers (Dresden & Lee, 2007; J. B. Krajcik, P.C.; Marx, R.W.; Bass, K.M.; Fredricks, J.; Soloway, E., 1998).

References

Bastian, J., Gudjons, H., Schnack, J., & Speth, M. (Eds.). (2004). Theorie des Projektunterrichts (2 ed.). Hamburg: Bergmann und Helbig Braund, M. (1991). Children's ideas in classifying animals. Journal of Biological Education, 25(2), 103-110. Dewey, J. (1931). Der Ausweg aus dem pädagogischen Wirrwarr. In R. O. Horlacher, J. (Ed.), Pädagogische Aufsätze und Abhandlungen (1900-1944) (pp. 295). Zürich: Verlag Pestalozzianum. Dresden, A., & Lee, K. (2007). The Effects of Project Work in a First-Grade Classroom: A Little Goes a Long Way. Early Childhood Research & Practice, 9(1). Retrieved from http://ecrp.uiuc.edu/v9n1/dresden.html Duit, R. (2000). Konzeptwechsel und Lernen in den Naturwissenschaften in einem mehrperspektivischen Ansatz. In R. Duit, von Rhöneck, C. (Ed.), Ergebnisse fachdidaktischer und psychologischer Lehr-Lern-Forschung (Vol. 169, pp. 77-103). Kiel: IPN. Krajcik, J. B., P.C.; Marx, R.W.; Bass, K.M.; Fredricks, J.; Soloway, E. (1998). Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students The Journal of the Learning Sciences, 7(3&4), 313-350. Olman, C., KErsten, D. (2004). Classification objects, ideal observers &generative models. Cognitive science, 28, 227 - 239. Posner, G. J. S., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a Scientific Conception: Toward a theory of conceptual change. Science Education, 66, 211-227. Rips, L. J. (1989). Similarity, typicality, and categorization. In S. Vosniadou & A. H. Ortony (Eds.), Similarity and analogical reasoning (pp. 21-59). Cambridge, New York: Cambridge University Press. Ryman, D. (1974). Childrens´ understanding of the classification of living organisms. Journal of Biological Education, 8(3), 140-144. Smith, E. E., & Sloman, S. A. (1994). Similarity- versus rule-based categorization. Memory and Cognition, 22(4), 377-386. Wasmann-Frahm. (2009a). Conceptual change through changing the process of comparison. Journal of Biological Education, 43(2), 71-78. Wasmann-Frahm, A. (2009). Kompetenzentwicklung durch Projektunterricht. Unterrichtswissenschaft, 37(1), 77-96.

Author Information

Astrid Wasmann-Frahm (presenting / submitting)

Elsensee-Gymnasium

Groß Nordende

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