engleski

Overview and comparison of basic teaching techniques that promote conceptual change in students

For meaningful learning of physics to occur it is neccessary that teachers address students' alternative conceptions during teaching, and help students overcome their conceptual difficulties. In other words, teaching should induce conceptual change in students. Four basic teaching techniques (cognitive conflict, concept substitution, bridging analogies and Socratic dialogue), that are known from physics education research to promote conceptual change in students, are analyzed. A brief introduction in each technique is given, along with some examples of its application. The techniques are then compared regarding their functioning in the classroom, based on the teaching experience of the authors.

physics education; conceptual change; cognitive conflict; bridging analogies; concept substitution; Socratic dialogue

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