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SUMMARY:Investigating how Students' Ideas Develop in Astronomy using an in
 tegrated case study- grounded Theory approach - Fran Riga\, University of 
 Cambridge
DTSTART:20121126T163000Z
DTEND:20121126T180000Z
UID:TALK41648@talks.cam.ac.uk
CONTACT:Ann Waterman
DESCRIPTION:The question of whether students’ ideas evolve ‘naturally
 ’ from earlier ideas or whether radical changes need to take place for i
 deas to progress\, is an issue that has dominated the research literature 
 on conceptual development for many years. This study uses a multi-case stu
 dy approach to explore 3 students’ ideas in astronomy topics and discuss
 es how their ideas progress over a period of time. The participants\, aged
  14 at the start of the study\, were selected on the basis of their respon
 ses on a survey\, which was administered to 342 Year 9 students in 3 compr
 ehensive schools in Cambridgeshire. The interpretive design used drew on a
 spects of grounded theory\, especially in the analysis of the interview an
 d group activity data. Data from the case studies is analysed and interpre
 ted in terms of the 2 currently prominent theories of conceptual developme
 nt: standard/framework theory and the knowledge-in-pieces theory. Evidence
  from the 3 participants indicated that nearly all the cognitive resources
  required for understanding a topic\, such as why Eclipses occur\, were pr
 esent at the start of the study. Moreover\, these initial ideas – whethe
 r accurate or inaccurate – seem to be carried forward\, and\, even if ad
 apted later\, appear to remain within their memory\, either running parall
 el to\, or representing the starting points of future\, more accurate ‘e
 volutions’ of their ideas on the topic (e.g. Eclipses). 
LOCATION:GS1\, Donald McIntyre Building\, Faculty of Education\, 184 Hills
  Road\, Cambridge
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