ABSTRACT

We propose a new instructional theory, the Domain of Validity (DoV) Framework, which offers a new way forward for designing teaching for conceptual change, while also resolving conflicts between existing theories related to common, difficult-to-change conceptions students have about particular scientific topics. We propose that knowledge consists of two connected elements: a model and a domain of validity (or DoV). Foregrounding the notion of DoV for given models allows us to reconceptualise and diagnose many problematic preconceptions as examples of an oversized DoV. Mapping the different elements of knowledge – both the model and its domain of validity – allows teachers to pinpoint precisely the cognitive conflict that students need to confront in a conceptual change approach to teaching. We highlight the instructional implications related to these scientific learning difficulties and conclude by proposing particular teaching strategies based on this new framework, emphasising the domains of validity of particular scientific models.

摘要

我们提出了一种新的教学理论，即有效性域 (DoV) 框架，它为设计概念变化的教学提供了一种新的方法，同时还解决了与学生对特定的常见、难以改变的概念相关的现有理论之间的冲突。科学课题。我们建议知识由两个相连的元素组成：模型和有效性域（或 DoV）。将给定模型的 DoV 概念置于前台，使我们能够重新概念化和诊断许多有问题的先入之见，作为超大 DoV 的示例。映射知识的不同元素——模型及其有效性领域——使教师能够准确地指出学生在教学概念转变方法中需要面对的认知冲突。