Naïve Concepts

Naive concepts are questions that the student asks when reading, listening to lectures, or looking at information. These concepts are not based on traditional teaching methods. It is based largely on the lecture method. The lecture method can also be interesting, it has been shown. Engaging students can make it more interesting. It can also be more interesting and accurate if the students are involved in practical work. Although science students should read a lot, they can also benefit from practical work.

It may be helpful to clarify their ideas through practical work. This is a great way to spark curiosity and engage students. Practical work helps students learn faster and more clearly. While some students are smart and can understand the traditional way of studying, others need to do more practical work. This is because they need to be able to comprehend different concepts that they cannot grasp during lectures. Practical work is a great way for students to share their ideas with friends or classmates. To help students understand complex concepts, it is important that they are fully involved in the process. Lectures alone will not be helpful. While this is a great way to teach, it can prove ineffective for many students. There are many ways that students can learn new concepts and get to the bottom of their ignorance. We tell students that they need to write about the topic after the lecture.

An example of simple Physics as seen by everyday people. Physics research in artificial intelligence. Naive Physics is an important area.

Performance is affected by students’ initial, qualitative, and common-sense beliefs. Conventional instruction does not cause a significant change in these beliefs. Calhoun 1998. The instructor is not responsible for basic knowledge. This statement summarizes many studies that show that students learn more science when they are taught differently (Hake 2000; Mintzes, others 1998; Udovic, others 2002). While this statement recognizes the constructive philosophy behind learning, it also recognizes a problem with basic scientific concepts. Biologists are most familiar with evolution and especially natural selectivity. Many students bring their own naive ideas about evolution to class, which can be difficult to change with traditional instruction (Sundberg 1996).

My ongoing research on biological education aims at identifying and explaining teaching strategies that I have found to be effective against these entrenched beliefs. It also promotes a deep understanding of basic concepts. This paper summarizes the most important concepts I have discovered to address (1) evolutionary theory concepts and (2) the nature of science concepts. These investigate exercises were used in an independent college course in introductory biology laboratory. However, the best results were achieved when laboratory and lecture were combined into one course. The course was divided into two-three hour blocks each week and students were from a variety of majors and minors in biology. This block format was flexible enough to allow for flexibility in how much time is spent on particular topics and pedagogical techniques. Five readings were used to replace a textbook: Living cells (Thomas 1975), The cartoon guide genetics (Gonick und Wheelis 1991), Drawings For Beginners (Miller, van Loon82), ever since Darwin(Gould 1977), Ecological Vignettes [Odom 1988].

You could also check out encyclopedic references as you need them, or use a variety of “majors’ textbooks in class. Socratic dialog was the primary method of instruction, based around daily readings. These discussions were used to present laboratory problems. Darwin’s reaction to the Amazon’s tropical diversity can be used as an example – and a guide – in the study of variation. Concept mapping (Novak & Gowin 1984) was introduced in an early stage, primarily to help identify questions that can be investigated. A complete concept map identifies every possible connector between concepts as a valid hypothesis. The first day of class, the class is divided into research groups. These teams work together on investigations all semester.

Peer instruction can be a significant part of the investigations. The class also receives the results. Traditional majors’ lecture and laboratory, as well as traditional non-majors’ lecturers, were used to control the study. Traditional majors include ‘lecture, investigative laboratory, and lecture. Non-majors are traditional lecturers and investigators.