Abstract
This study explores the teaching of the structure of matter in the science classroom in a way that aims at supporting seventh-graders’ learning processes through the use of modelling and role-playing seldom used in science education. Through role-playing activities, pupils may, for example construct an understanding of how particles move and interact in different states of matter. The qualitative data used in the study were collected from classroom observations and the pupils’ reflective writing during the ten-lesson period. In this article pupils’ metacognitive conditions of learning processes are studied in a context where conceptual change is promoted.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Andersson, B. (1990). Pupils’ conceptions of matter and its transformation (age 12–16). Studies in Science Education 18, 53–59.
Driver, R. (1989). Students’ conceptions and learning of science. International Journal of Science Education 11, 481–490.
Flavell, J.H. (1976). Metacognitive aspects of problem solving. In: L. B. Resnick (Eds.), The nature of intelligence. Erlbaum, Hillsdale, New York.
Gunstone, R.F. & Northfiled, J. (1994). Metacognition and learning to teach. International Journal of Science Education 16(5), 523–537.
Gunstone, R.F. & Mitchell, I.J. (1998). Metacognition and conceptual change. In J. Mintzes, J., J.H. Wandersee, and J. D. Novak, (Eds.), Teaching Science for Understanding. A Human Constructivist View (pp. 133–165). New York: Academic Press
Resnick, M. & Wilensky, U. (1998). Diving into complexity: developing probabilistic decentralized thinking through role-playing activities. The Journal of the Learning Sciences 7(2), 153–172.
Saari, H. (1997). Learning the structure of matter. Unpublished licentiate thesis. Department of Physics, University of Joensuu. (In Finnish).
Sormunen, K., Saari, H., & Lehtelä, P.-L. (1999). Learning the structure of matter: Models and analogies, learners’ metacognitions and epistemologies. Paper presented at the Finnish Symposium on Mathematics and Science Education Research, 25–26.9.1998. Åbo Akademi, Vaasa, Finland.
Stavy, R. (1990). Children’s conception of stages in the state of matter: from liquid or solid to gas. Journal of Research in Science Teaching 27(3), 247–266.
Tobin, K., Eds. (1993). The Practice of Constructivism in Science Education. Washington, DC: American Association for the Advancement of Science Press.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2001 Kluwer Academic Publishers
About this chapter
Cite this chapter
Lehtelä, P.L. (2001). Role-playing, Conceptual Change, and the Learning Process: A Case Study of 7th Grade Pupils. In: Behrendt, H., et al. Research in Science Education - Past, Present, and Future. Springer, Dordrecht. https://doi.org/10.1007/0-306-47639-8_28
Download citation
DOI: https://doi.org/10.1007/0-306-47639-8_28
Publisher Name: Springer, Dordrecht
Print ISBN: 978-0-7923-6755-0
Online ISBN: 978-0-306-47639-6
eBook Packages: Springer Book Archive