science assignment 1 views of science

7/30/2019 Science Assignment 1 Views of science

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Integrated Studies From K-7: Science Focus: EDUC 5508

Assignment 1:

Childrens Views of Science

(40%)

Sarah Anne Dandridge

20501616

Unit Coordinator: Tuesday, Apr 02

Christine Howitt 2013


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Table of Con tents

1: Introdu ct ion:................................................................................................................................ 3

1.1 Prior Knowledge... 31.2 Science Topic: Sinking and Floating.4

1.3 Overview of Interview 4

2: Science Topic and Backg round Content........................................................................ 5

2.1 Density..... 5

2.2 Archimedes Principle . 6

2.3 Displacement.. 6

2.4 Buoyancy. 7

3: Childrens alternative conceptions on this science topic..................................... 10

4: Interview process, results and interpretat ion............................................................. 12

4.1 Selection of children ..12

4.2 Ethical issues ... 12

4.3 Interview process . 13

4.4 Results . 14

Activity One 14

Activity Two . 16

Activity Three .. 17

4.5 Interpretation .... 18

5: Comparison with the l i terature.......................................................................................... 21

7: Ref lect ing on the process................................................................................................... 24

8a: References.............................................................................................................................. 28

8b: Appendices............................................................................................................................. 29

8.1Sam's Transcript.. 30

8.2Jack's Transcript... 34

8.3Sam's Interview

8.4Jack's Interview

8.5Permission slips ...

8.6Other ..


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Sarah Dandridge 20501616 3

1: Int roduct ion :

Prior knowledge:

Prior knowledge is an understanding that stems from previous experiencesobtained

outside the classroom. Determining this knowledge in science is a necessity for

many reasons. According to Strangman & Hall (2004) curriculum and instructional

planning can only begin after the teacher has determined theirstudents prior

knowledge of a topic, without this comprehension of what the child already knows,

the teacher is unable to plan and teach from a pointof learning, whereby the

students understanding has reached its limit.

Roschelle (1995) states that neglecting to determine a students prior knowledge

before planning can result in the student learning something divergent to the

educators intentions. A teacher that has failed to obtain their students prior

knowledge might plan an effective, time efficient lesson, but when executed the

teacher finds he/she has planned for a class too advanced or below that of their

students. This again highlights the importance of understanding a students prior

knowledge.

When students obtain knowledge they create initial ideas and beliefs that allow them

to help process the information they are receiving. These initial ideas and beliefs

according to Roschelle (1995) are the students primary source of learning, with

material presented within the classroom being their secondary source.Therefore

being unaware of a students primary source of learning prohibits a teachers ability

to make the secondary form of learning effective and meaningful.

Angelo & Cross (1993) have shown that students, who do not fix their conceptual

misunderstandings, are unable to develop deeper conceptual understandings.

Without obtaining information about their prior conceptual misunderstandings it is

impossible to determine and therefore correct these misunderstandings.


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Marzano (2004) presented the idea that knowing a students prior knowledge is the

strongest indicator for determining how well they will learn similar information.

Marzano (2004) went further to explain that there is a strong correlation between

prior knowledge and achievement. Therefore without having the knowledge of this

correlation the teacher would be unable to gage not only the pace to teach the topicbut also the predicted success of their students.

Sinking and Floating:

The science topic chosen was sinking and floating. This topic falls under Physical

Sciences, with a childs initial exposure being around Year two. Sinking and floating

covers many areas of Science and Mathematics. Why an object sinks or floatscontains four main conceptual understandings, all of which are individually

addressed across both the Primary and Secondary curriculums. In order to

understand this topic a child needs to develop an understanding of not only the

concepts of density, force and motion, but also how these concepts work together to

allow an object to sink or float.

Interview:

This report required two researchers working together to interview two children. The

children chosen for our research were two schools aged boys one in middle primary

and the other in upper primary. The first interviewed was with a 9-year-old child

called Jack (pseudonym). Jack is currently in Year 5 at a local government primary

school. The second child interviewed was another boy named Sam (pseudonym).

Sam is 13 years old and currently in Year 7 at a private all boys primary school.


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2: Science Topic and Backgrou nd Content

Sinking and floating is a very complex science topic that incorporates both the

learning areas of Science and Mathematics. In particular sinking and floating focuseson the Science sub strand of Physical Sciences and the Mathematical sub strand of

Measurement and Geometry, specifically mass and volume. W ithin the Physical

Sciences the main emphasis is on the properties of matter (density) in lower primary

and force and motion (gravity, buoyancy and displacement) in middle and upper

primary.

Density:

The concept of density is complex because it is not a direct measurement, but rather

the expression of a relationship between two measurements. (Dawkins et.al., 2008)

Density can be defined as the degree of compactness of a substance (Oxford

Dictionary, 2010). This definition refers to the compactness of tiny partials known as

molecules, which combine to make up an object. Objects that have molecules that

are tightly packed together have a high degree of compactness, meaning that they

are denser in comparison to objects that have wider spaced molecules. Figure 1

shows this relationship whereby the cotton wool and the modelling clay both weigh

the same amount, yet there is a much larger quantity of cotton wool. This indicates

that the cotton wool has a lower degree of molecule compactness compared to the

modelling clay, making it therefore less dense.

Density can be measured and compared using a variety of processes. Firstly it can

be measured in relation to water. If an object contains less mass per unit of volume

(i.e is less dense) in comparison to the water it is placed in, it will float.Measuringdensity in this manner is used in lower primary as it provides not only the perfect

Figure 1: relationship between quantity and density


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opportunity for the children to understand the properties of different objects but it

also allows an opportunity for the children to start understanding the concept of

density.

Density can also be mathematically calculated using the equation depicted in Figure2. This equation explains that density is the relationship between weight and volume,

with weight being calculated using a scale such as that depicted in Figure 1. Finding

the volume of a regular shape can be done using common mathematical equations,

however finding the volume of an irregular shape is solved using Archimedes

principle.

Archimedes principle:

Archimedes principle states, the volume of the water displaced by the object is

equivalent to the volume of the submerged object. (Cross & Bowden, 2009) Simply

put it means that the amount of water that is pushed aside is the same amount as

the volume of the object, making this principle of vital importance when determining

the density of an object. Using this principle the volume is therefore determined by

the knowledge that the amount of mL displaced is equal to the volume in cm3.

Displacement:

In terms of the depth of knowledge a year 7 students will need to know, the definition

ofdisplacement is the amount of water that is pushed aside as a result ofthe object

going into the water. This definition ties in with the definition of Archimedes principle,

indicating that the volume of the water displaced (Cross & Bowden, 2009) is in fact

the displacement. Knowing this will mean that the children understand that this

displaced amount is equal to the objects volume (Archimedes principle).

Density = Weight (g)

Volume (cm3)

Figure 2: Mathematical equation of density


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Displacement can be demonstrated through the placement of an object into water.

Figure 3a shows that the wood is the cause for the water level to rise. This is

because the wood has added its own molecules to the waters molecules, meaning

that there are now more molecules within the container. Figure 3b shows that as

soon as the extra molecules are added the old molecules have to move into newavailable open space, which in this case is higher up in the container creating an

appearance of the water level rising.

Buoyancy:

Buoyancy or upthrust force is a force that is exerted by a liquid and acts on an object

that is immersed in a fluid. (Pentland & Stoyles, 2003). Buoyancy acts as a push

force against gravity (Figure 4). As depicted in Figure 4, if the buoyant force acting

on the object is equal to, or grater than the gravitational force acting on the object,

the object will float. Likewise if the buoyant force on the object is less than the

gravitational force apposing it, the object will sink.

Archimedes principle also stated that buoyancy is a force equal to the weight of the

water that is displaced (Cross & Bowden, 2009). Thus the buoyant force, acting on

an object, can be strengthened or weakened depending on the amount of displaced

Rise in water level is a result of

displacement

Figure 3A: Displacement: Figure 3B: Displacement:


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water. In other words the more water that is displaced, as a result of an object being

immersed into water, the higher the buoyancy force is.

Sinking and Floating:

When determining if an object will sink or float, concepts such as those mentioned

above need to be understood individually and then as a joint unit. This is because all

these concepts work together to create a holistic understanding behind the topic of

sinking and floating. Figure 5 aims to show this holistic view. As a result of

Archimedes principle displacement is the main concept that affects all the other

concepts involved with sinking and floating.

Figure 5 shows that the force known as buoyancy acts to appose the

gravitational force with a push type of force. According to Archimedes principle, this

buoyant force can be measured by measuring the displaced water, as these two are

equal. Figure 5 also shows that the buoyancy force can be strengthened by

increasing the amount of water that is displaced by the object, meaning that by

increasing the weight to surface area ratio the displacement amount will increase,

thus according to Archimedes principle so will the buoyancy force acting to oppose

the objects gravitational force.

Figure 5 also aims to show the relationship between the water level rising and

the density of an object. The water level rising is an indication that displacement has

occurred as a result of an object being immersed into the water (See displacement

section above). According to Archimedes principle the displaced amount of water is

equal to the volume of the object that is placed into that water. This therefore allows

Figure 4: Forces; Buoyancy and weight

Weight/gravitational force

Buoyancy


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density to be mathematically calculated, as density is equal to the objects weight

divided by the volume of the object (the displaced water).

Lastly figure 5 aims to shows that if an objects gravitational force is less than

or equal to the buoyant force the object will float.

iginal Water

ne

Water level hasrisen;indication thatdisplacementhas occurred

Water is displaced toaccommodate the object.The amount of water that isdisplaced is dependentupon the density of theobject

Force known asBuoyancy, creates an

upward force against thegradational force

Buoyancy force is equal tothe displaced water

Gravitational force/weight of theobject creates a force, which actsagainst the buoyancy force

If the gravitational force isequal or less than thebuoyancy then the objectwill float.

Figure 5: Why an object sinks or floats: self made, derived from Primary connections:htt : www.science.or .au rimar connections science-back round-resource data Ph sub floatin flash3.htm
http://www.science.org.au/primaryconnections/science-background-resource/data/Phy/sub/floating/flash3.htmhttp://www.science.org.au/primaryconnections/science-background-resource/data/Phy/sub/floating/flash3.htmhttp://www.science.org.au/primaryconnections/science-background-resource/data/Phy/sub/floating/flash3.htm


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3:Childrens alternative conceptions on this science topic

Due to the nature of this concept there are numerous alternative conceptions that

are linked to it. Most of these alternative conceptions arise from a lack ofunderstanding about sinking and floating. In particular there are eight main

alternative conceptions that childrens often associate with this topic.

Big or heavy objects sink while small or light objects float (Deakin University, 2013).

This alternative conception arises from the prior knowledge of boulders and bowling

balls. Using the thought process behind this alternative conception childrens believe

that joining two floating objects will increase the weight and height, which will make

the object heavier and bigger, thus now causing the object to sink (Yin et.al.,2008).

Hollow objects or objects with air in them float (English et.al., 2010). This alternative

conception arises from the knowledge of the property of air in balloons, bouncy balls

and netballs. This alternative conception shows that childrens are starting to think

about the properties and density of an object, however it also shows a lack of

understanding of the relationship between mass and volume. Children that

encompass this alternative conception will believe that a ball that contains air in it will

always float regardless of the density (Yin et.al., 2008).

Objects with holes sink. (Yin et.al., 2008).This alternative conception comes from the

lack of understanding about buoyancy and density. A childs main justification behind

this alternative conception is based heavily on the childs prior knowledge of boats

like the Titanic (Yin et.al., 2008).

Flat objects float (Yin et.al.,2008). This alternative conception arises from prior

knowledge of surfboards and rafts, which are able to float on top of the water

because they are flat and buoyant. Childrens that possess this alternative conception

believe that two objects that are identical except for their height will have very

different effects within the water, i.e. the object that is flatter will float whilst the other

object will sink (Yin et.al.,2008).


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The sharp edge of an object makes it sink (Yin et.al.,2008). This alternative

conception is derived from the understanding that most other objects that possess a

sharp edge are easier to push into other solids like snow, soil and sand, thus they

apply this knowledge to sharp edged objects and water.

Vertical objects sink while horizontal objects float (Yin et.al.,2008). This alternative

conception is formed from the prior knowledge of a humans ability to float when they

lie horizontally on the water. Childrens believe that this phenomenon occurs due to

the weight to surface area ratio. (English et.al., 2010). This ratio refers to the waters

ability to now push the person up using more contact points as depicted in Figure 6,

compared to a body entering the water vertically which has only one contact point.

Figure 6: Alternative conception: vertical objects have a bigger surface area

Hard objects sink while soft objects float (English et.al., 2010). Prior experiences with

objects such as rocks and feathers will aid in the formation of this alternative

conception. Childrens with this alternative conception are unaware of the effect that

density has on the object.

A large amount of water makes an object that would normally sink now float (State of

Victoria, 2007). Prior knowledge of ships that are extremely large, yet somehow float

in the sea aids the childs justifications behind this alternative conception. Childrens

that believe this alternative conception are often unable to explain why some objects

are still able to sink despite being surrounded by a large amount of water (Yin

et.al.,2008).


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4: Interview pro cess, results and interpretat ion

Selection of children:

When comparing boys and girls there are several environmental differences in termsof their learning speed, thought processes and interests (Else-Quest et.al., 2010).

Based in this prior knowledge it was decided that selecting only one gender would

reduce these differences. Choosing the male gender was due to the conclusion that

boys were more interested in boats, cars and trains (Shallit, 1932), making it more

likely for boys to have had numerous prior exposures to the concept of sinking and

floating.

There were two main factors that influenced the choice of using middle to upper

primary students for the interviews. Firstly it was assumed that the childrens would

have a deeper understanding to draw from. This is because the childrens have not

only had longer to form their own experiences, but they should have also had

numerous exposures to concepts involved with sinking and floating within the

classroom. Lastly the older childrens have developed a more sophisticated inquiry

based thought process.

Selecting one private school child and a public school child allowed the researchers

to see the comparison between the educational backgrounds. It was decided that

having this additional comparison could help deepen the understandings behind a

childs alternative conceptions.

Ethical issues:

There are many ethical issues involved with working with children mainly because of

the difference in power between the interviewer and the child (Einarsdttir, 2007).

Some of these ethical issues have been outlined below.

In ensuring that the research is meeting ethical standards it is of vital importance that

the purpose of the activity is clearly defined and explained to both the child and the

guardians of the child (Harcourt & Conroy, 2005). The guardian of the child will

receive both a verbal and written information sheet informing them of the purpose of

the research. This information sheet is in the form of a letter to the parent/guardian,


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which will also contain information regarding the process for the collection of data,

the use for the data gathered and how the researcher and their child will interact.

The guardian will also receive a consent form to sign, which will then allow the

researcher to address the child. The child will receive the same information through

the guardian, the researcher and an information sheet. Lastly upon arrival the childwill receive further information in regards to the purpose of the study, ensuring

complete comprehension.

When working with children it is essential that they understand their rights when

participating in a study (Einarsdttir, 2007). To ensure that the child understands and

receives empowerment in this situation, the child will have to sign (or mark) a

consent form stating that he/she is happy to participate. The child will also receiveverbal information, prior to signing the consent form, stating that they have the right

to forgo the interview and/or any questions should they feel the need.

The last main ethical issue when working with any participant is their identity

protection (Einarsdttir, 2007). To ensure that this ethical issue is satisfied all data

gathered and used in the research will contain pseudonyms. No photographs or

videos will be taken during the interview process and only a transcript of the voice

recording will be attached to this research paper, ensuing that the children will never

be identifiable from this research paper.

Interview process:

The interview process consisted of three main sections all targeting different areas of

this topic. This first section aimed to look at the ideologies surrounding sinking and

floating.These ideologies were addressed through questions as they are the most

effective method for allowing children to express their understandings and thoughts

on a specific topic (Wragg & Brown, 2001). Within this activity the children were also

required to draw on their understanding of the processes and forces involved with

sinking and floating. A drawing was chosen because a child stores information within

their brains long-term memory as images, therefore this method allowed the children

to depict exactly what they understood from their memory (Woolfolk & Margetts,

2010).


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Activity two aimed to target the childrens knowledge about density and the effect

water has on different material types. This activity also required the children to use

their skills of predicting and testing. Prior to testing, the children had to explain why

they thought an object would sink or float. After the testing the children had to

explore why some of their predictions were incorrect. Finally the children had to lookat all the objects that were similar and determine any common properties that they

thought might affect the objects ability to sink or float. According to Rinkevich (2011)

the use of tactile objects enhances the childrens engagement and concentration.

Rinkevich (2011) went on further to explain that tactile teaching also accommodates

for the childrens that are primarily kinesthetic learners. It was therefore due to these

reasons that this teaching approach was used for activity two.

Activity three focused on the common alternative conceptions that are involved with

sinking and floating. The children were verbally articulated a situation in which they

had to decide if the object would sink or float and why. To help aid the children, they

received an image depicting the verbal scenario. This was done for a few reasons.

Having the scenario verbally spoken not only provided for the visual learners, but it

also kept the children focused as they were being spoken to directly. This method

also provided the researcher with the opportunity to further interact with the child.

The visual images given to the children, at the same time that the scenario was read,

not only help clarify and personalise the scenario (Fellowes & Oakley, 2010), but it

also was used to be a trigger for the childrens memory. (Woolfolk & Margetts, 2010)

Results:

The qualitative findings from testing the two childrens conceptual understandings of

sinking and floating are presented in three sections. The first section presents the

childrens ideologies of floating. The second section presents childrens responses

and justifications relating to classifying objects. The third section presents a

diagnostic assessment of common alternative conceptions.

Activity One:

In answering the question What is floating? Sam defined it as When you place an

object on a liquid and it doesnt sink to the bottom. Jack defined floating as [an

object] that cant go up and cant go down. When the two childrens were asked to


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draw a picture to show something that floats both childrens drew an object sitting on

top of the water (figure 7).

Sam Jack

Childrens

Drawings

Figure 7: Childrens drawing of an object floating

In answering the question what causes an object to float? Sam responded by

saying that the [object will float when the] density of the object is less than the water

or the liquid he then went on further to explain that the weight will also affect an

object from floating or sinking. Jack responded by explaining, Floating is when thewater is pushing you up and gravity is pushing you down.

When asked about changing an object from a sinker to a floater Sams response was

to make the surface area bigger, while Jacks response follows:

Researcher: Can we change an object from something that sinks to

something that floats?

Jack: Yes, so if you had clay and put it into a little ball it would fall

down [into the water], but if you make [the] clay like a boat thing

then it will float.

Jack was then asked to draw what makes an object sink, with his drawing depicted

in Figure 8 below.


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Figure 8: Jacks drawing depicting an object that sinks

Activity Two:

Sam and Jack predicted that items 1,2,6 in Figure 2 would float, while items 4,7 and

9 in Figure 2 would sink. Jack predicted that items 3, 5 10 would sink while Sam

predicted they would float. Sam predicted that item 8 in Figure 2, the CD, would sink,

while Jack believed that it would float.

When asked why items 1,2,3,5,6 in Figure 2 all floated Sam responded by

mentioning the objects either had air in them, a large surface area or was not

compressed. Jack responded by saying that the force going up is making the

objects float. He then went on to explain that the shape of the object could also make

the object float.

Object Child Prediction Actual

1:LeafSam Float

FloatJack Float

2:PencilSam Float

FloatJack Float

3:AppleSam Float

FloatJack Sink

4: PaperclipSam Sink

SinkJack Sink

5: Rubber BandSam Float

FloatJack Sink

6: Rubber DuckySam Float

FloatJack Float

7: Penny

Sam Sink

SinkJack Sink


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8: CDSam Sink

Sink horizontalJack float

9: ButtonSam Sink

SinkJack Sink

10: Plastic Name

Badge

Sam Float Sink only

horizontal it floatsJack Sink

Figure 9: predictions made by childs regarding if an object would sink or float

When asked why objects 4,7,9 sunk, Sam responded by saying that the surface area

is very small and that the objects were all very compressed. Jack on the other hand

stated that they sunk because they had no air in them.

When asked why object 8 and 10 from Figure 2 sunk when they were placed in

vertically but floated when placed in horizontally both Sam and Jack thought it was

due to the surface area of these objects.

Activity Three:

Sam answered seven of the ten questions correct, while Jack only answered three of

the ten questions correctly. Question one, question three and question five, of the

alternative conceptions questionnaire, were answered correctly by both Sam and

Jack. Jack and Sam both believed that the objects in question one would float

because of the trapped air between the two Lego blocks. Sam added that the

surface area was another plausible reason why. For question three, Jack believed

that air was still trapped within the object causing the object to float, while Sam

believed that it was to do with the surface area. For question five Jack said it would

float without giving a reason, while Sam stated that again it was due to the surface

area, but he was unable to explain any further than that.

Sam answered question two, question seven, question eight and question ten of the

alternative conceptions questions correctly, while Jack didnt.Sams reasoning

behind question two was surface area; while in question seven Sam stated that the

only factor that was changing was the material of the ball therefore it wasnt enough

to affect the objects ability to float. Sams response to question eight was the weight

of the object creates the object to sink.


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Both Sam and Jack answered questions four, question six and question nine

incorrectly. Sam and Jack both stated that the object in question six would float

because of the bigger surface area, while Jack stated that for question nine there

was now enough force from the water to allow the object to float, with Sam agreeingbut without the use of the word force.

Interpretation:

The analysis of the interviews revealed very similar results between the two children.

There were no statistically significant differences as the sample size was too small

and the collection of data was not standardised between the two childrens, however

the quantitative findings indicated that the childrens selected were fairly similar inregards to their knowledge of the science topic of sinking and floating. Both Sam and

Jack demonstrated an understanding of at least one force involved with sinking and

floating.

It can be interpreted that Sam as started to acquire a general understanding of

sinking and floating. Sams definition (see transcript activity one) shows an

understanding that an object floats if it is suspended within a body of liquid, yet his

drawing (Figure 7) contradicts this ideology as it depicts an object only floats if it sits

on top of the water, signifying that his ideologies relating to sinking and floating are

not defiant and comprehensive.

It can be interpreted that Sam has acquired an understanding of density as a main

factor that contributes to an objects ability to float. Sams description from activity

one (see transcript activity one), his answers from activity two (see Figure 9) and his

answer to question 10 of activity three (see transcript activity three) are all good

indicators that he has developed a basic understanding of density. It can be

interpreted from these answers that Sam has developed the initial idea that an

objects properties will affect the weight of the object, thus affect its density. Although

Sam only mentions the word density once (see transcript activity one) he has alluded

that density has something to do with the amount of compactness and the surface

area of the object. This interpretation has been formed as a result of his answers

throughout activity one and two.


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It can be interpreted that Sam believes that objects that contain air have the ability to

float because air will decrease the weight of the object. This interpretation has been

formed from not only his responses to activity two (see transcript activity two) but

also from activity three; question one (see transcript activity three). An example from

activity two, whereby his response to what do all the object that floated have incommon? was they all have a lot of air in them which shows that air is a property

that he deems will affect the density of the object.

It can also be inferred that Sam has developed an alternative conception relating to

surface area. Sam used surface area, as the main factor for affecting an objects

ability to float, throughout all three activities. It can be inferred that in activity one

(see transcript from activity one) Sam refers to surface area as a way of explainingdisplacement. In activity two Sam explains that a CD is able to float when placed flat

onto the surface ofthe water because the surface area is much bigger so the weight

is distributed more. This shows that Sam is again using surface area to explain

buoyancy and displacement. In activity three Sam refers to surface area in six of the

ten questions, which again supports the interpretation that he has developed this

alternative conception involving surface area.

Generally speaking it can be inferred that Jack has begun to develop an

understanding of sinking and floating. Although his description (see transcript for

activity one) and his diagram of the forces involved (Figure 7) are very accurate,

Jacks image (Figure 8) relating to an object that is sinking suggests that he still lacks

a holistic view of sinking and floating. It can also be inferred that Jack thinks air,

weight, buoyancy and surface area are the main factors that contribute to an objects

ability to float (see transcripts)

Although Jack never used the word buoyancy it can be interpreted that he has

formed a moderately comprehensive understanding of this concept. Jacks

understanding of buoyancy relates not only to the waters force (buoyancy) that acts

against the object (see Figure 7), but also to the gravitational force that acts as a

push force against buoyancy. (See transcript and Figure 7). Jacks answer to

question seven activity three, aimed to use buoyancy as the reasoning behind his

answer, again inferring that he is trying to apply and use his beginning ideologies of


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buoyancy. Throughout activity two Jack began to illustrate the understanding that

changing the displacement will affect the buoyancy of the object.

It can be interpreted that Jack is also beginning to develop an understanding of

density. Although throughout the interview his answers were erratic and illogical theresults still indicate that Jack posses a mixture of some initial alternative conceptions

and conceptual understandings relating to density. It can be assumed that Jack

thinks air is the main concept that affects an objects density. This alternative

conception is evident through question one, two and three of activity three (see

transcript for activity three) as his answers were all justified by referring to the

amount of air present in the objects.


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5: Comparison w ith the li terature

Comparing the results it is evident that both Sam and Jack possessed some

alternative conceptions. Sam presented less alternative conceptions in comparisonto Jack, whom showed some evidence for having five of the possible eight

alternative conceptions describe in section three above.

When comparing Sams and Jacks results to the alternative conceptions presented

in section three it is evident that both Sams and Jacks ideologies are coherent with

the misconception that vertical objects sink while horizontal object float. English

et.al., (2010) presented that a child whom had this common alternative conception

would believe that the reason for this phenomena was due to surface area. Sam and

Jack had this exact ideology. Jacks diagrams (Figure 7 and 8) also depicted exactly

what Yin et.al., (2008) said about a child using their prior knowledge of a humans

body position within water.

Sam and Jack also presented a similar alternative conception to English et.al (2010)

conception which states that any object that contains air will float. Sam and Jack

both referred to air when trying to account of the concept of density. The results

above show how both Sams and Jacks ideologies encounter the idea that a ball

that contains air will always float regardless of the density, which was also presented

by Yin et.al, (2008) in section three above.

The results from the results section when combined with the knowledge of

alternative conceptions from section three show a positive link between both Sams

and Jacks alternative conceptions and the misconception that the amount of water

present within the container will affect an objects ability to float (State of Victoria,

2007). Both children referred to boats which is coherent to the misconception

ideologies presented by Yin et.al, (2008).

Lastly Jack showed inconclusive evidence that his ideologies included the

misconceptions; big objects sink, hard objects sink and flat objects float. The results

may indicate that Jack presented these misconceptions however not enough

evidence was collect to make it conclusive.


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6: Rationale for teachin g to these alternat ive concept io ns

A constructivist approach states that learning is an active contextualised process of

constructing knowledge rather than simply acquiring it (Woolfolk & Margetts, 2010).

A constructivist teaching approach is the most general sense means encouraging

children to use active techniques to create more knowledge, followed by a reflection

about how this new understanding has changed their previous understandings.

Within science a constructivist approach is highly recommended as the curriculum

accommodates and encourages this freedom to construct new knowledge based on

their already existing knowledge. There are many strategies that fall under the

constructivist teaching approach, some are outlined below.

The Predict, Observe, Explain approach was developed by White and Gunstone in

1992, whereby it was designed to uncover individual childrens predictions and their

reasonings for these predictions. This approach is invaluable for its ability to develop

metacognitive skills, which are developed through the child reflecting on why their

predictions were correct or incorrect (Cameron, 2010). The Predict, Observe, Explain

approach can be used for finding out a childs initial ideas, for generating

discussions, for motivating children, for generating investigations and for providingthe teacher with information about a childs thought processes (Joyce, 2006). This

approach aims to allow the teacher to design learning activities and strategies that

start from the childs viewpoint rather than that of the teachers.

The first stage of the Predict, Observe, Explain approach is the Predict. Within this

stage the children are required to either draw or write a prediction, followed by

drawing or writing an explanation for their prediction. This stage is of particular

importance as it is assumed that it will help the child to carefully observe in stage two

(Kearney, 2002). This stage is also particularly important for the development and

practice of articulating an explanation (Kearney, 2002). Stage two is the Observe

phase whereby the child will observe the phenomena they are trying to test. Within

this stage the children are again required to draw/write and explanation for what they

are observing. In the last stage Explain children are required to right a

sentence/draw any comparisons they can make between their predictions and their

observations, followed by a drawing/sentence describing what they have learnt. For

example a child that has the common alternative conception that all objects that


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contain air float could use this strategy to discover that objects like submarine will do

not always float. This method allows the children to self discover their incorrect

conceptions and correct them accordingly.

Another semi-constructivist teaching strategy is the implicit teaching (responsivenessteaching) and explicit instructional approach. This approach aims to combine the

constructivist approach of responsive teaching with explicit instructions (Hong &

Diamond, 2012). The idea behind this combination of teaching strategies is to extend

the teaching from solely a constructivist perspective. The explicit instructional

approach aims to draw the childrens attention towards specific learning areas within

a highly structured instructional environment. The Implicit teaching involves the

teacher presenting information to the children, whom then make their ownconclusion. Using the responsiveness teaching and explicit instructional approach

allows the teacher to structure and introduce concepts, while also providing that

freedom for self-exploration.

This approach aims to involve a combination between explicitly introducing concepts,

directly asking open ended questions and the responsive teaching strategies of

modeling, imitating, describing what children are doing and saying, and providing

materials in an environment that challenges childrens thinking (Hong & Diamond,

2012). This strategy is of particular importance when trying to overcome alternative

conceptions associated with sinking and floating. Using the example of Jack whom

possessed the alternative conception that an object placed into the water vertically

will sink while objects placed into the water horizontally will float, the explicit part

would be used to help guide Jacks discovery that not all objects fit this rule. Objects

like pencils and any other wood based objects are likely to not fit this rule. Having the

explicit instruction and questioning guiding Jack to explore wood would be the

explicit instructional part. Allowing Jack to explore and try various objects all made of

wood would be the responsive teaching. Seeing this example it shows how important

having that structure is in order to guide the children, while the freedom to self

discover allows them to realise that their ideologies need to be altered to

accommodate for this new discovery.


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7: Reflect ing on the process

Reporting:

The assignment ChildrensViews of Science created by Christine Howitt focusedon determining two primary school childrens conceptual understandings concerning

sinking and floating. In particular this assignment aimed to develop not only our

research skills, report writing and content knowledge of a topic, but also provided an

opportunity for pre service teachers to understand how conceptual understandings

can be addressed and shaped into a deeper richer understanding.

Responding:This assignment provided me with some interesting insights into the widespread

variations of alternative conceptions that children formulate from their prior

knowledge. I found I was drawn to this area of the assignment, which created a

sense of curiosity and eagerness to explore the reasons for this widely spread

development of prior knowledge alternative conceptions. I feel that this topic triggers

my need to want to discover the factors that could negatively affect a childs prior

knowledge, in other words I would like to discover why some children develop deep

conceptual understandings of topic whilst other children develop alternative

conceptions.

Relating:

According to Jeynes (2005) higher achievement levels are associated with higher

levels of parental involvement within the school, the classroom and their childrens

individual work. When reading Jeynes (2005) in conjunction with Marzano (2004) it

highlights a suggested idea that a child who has developed prior knowledge as a

result of high parental involvement should achieve higher academic success within

the school. Schulz (2005) added that the parents who are most likely to be able to

spend this much time needed with their children are those whom have a higher

socio-economic status. Having this higher socio-economic status will also mean that

the parents are more likely to spend more money on their childrens home resources,

again suggesting that their prior knowledge should be more extensive and accurate

as a result. (Schulz, 2005) Lastly Schulz (2005) showed that parents who have the

ability to spend extensive amounts of time and money with their children are also


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most likely to provide a more stimulating home environment which will promote

cognitive development.

Children that are bilingual have an enhanced understanding of the structure and

properties of words (Poulin-Dubois et.al. 2011). This could dramatically affect theacquisition of the childs obtainment of prior knowledge because having the benefit of

knowing the literal translations between two languages would mean that the child is

able to apply these literal translations to their understandings. Tao et.al. (2011)

Showed this to be true as they suggested that the literal meanings of the Chinese

technical terms helped identify and describe the conceptual understands that were

being tested.

Children that attend a private school over a public school are more likely to have

developed better understandings and grades as a result of resources and teachers.

(Schulz, 2005) This suggests that children who attend private schools are more likely

to have developed a deeper conceptual understanding and fewer alternative

conceptions related to a specific topic.

Reconstruction:

Being able to understand why prior knowledge varies so radically will inevitably help

a teacher plan and accommodate for these individual differences in understandings.

Acknowledging the ideologies presented by Tao et.al. (2011), Jeynes (2005)

Marzano (2004) and Schulz (2005) have really clarified these underlying factors that

affect the development of prior knowledge in topics like sinking and floating. This in

turn has help clarify some techniques and strategies that I could implement within

the classroom which might help the children to develop more sound conceptual

understandings. Knowing this new information would satisfy the requirements in the

National Professional Standards for Teachers, section one and three, more

specifically 1.3 and 3.7. As a potential teacher I feel that without understanding what

affects a childs prior knowledge, in terms of its accuracy, it would be impossible to

help guide and provide experiences for those children that are more likely to develop

misunderstandings as a result of their prior knowledge development being formed

from a specific background.


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8: References

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Teaching Density to Middle School Students: Preservice Science Teachers' Content

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Deakin University. (2013). Ideas for teaching science: Years P-8 Floating and Sinking.

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Einarsdttir, J. (2007). Research with children: methodological and ethical challenges.

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10.1080/13502930701321477

Else-Quest, N, Hyde, J , & Linn, M. (2010). Cross-National Patterns of Gender Differences

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Hong, Soo-Young, & Diamond, Karen E. (2012). Two approaches to teaching young

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Jeynes, W. (2005). A meta-analysis of the relation of parental involvement to urban

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Pentland, P, & Stoyles, P. (2003). Toy and Game Science. Broomall, PA: Chelsea HousePublishers

Poulin-Dubois, D, Blaye, A, Coutya, J, & Bialystok, E. (2011). The effects of bilingualism on

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Appendices

Interview With Child 1: Year 7, Sam

ACTIVITY ONE:

INTERVIEWER: Do you know what floating is?

SAM: When you place an object on a liquid and it doesnt sink to the bottom

INTERVIEWER: Do you know what causes things to float?

SAM: When the density of the object is less than the water or the liquid

INTERVIEWER: Can you draw that for us please?

SAM: (Nods)

INTERVIEWER:Awesomenow what makes it keep up? Is it density?SAM: Yes

INTERVIEWER: Is there anything else that makes it stay afloat?

SAM: How much it weighs

INTERVIEWER: So weight alsoand then do you know how we can make something from

asinker to a floater or a floater to a sinker?

SAM: No

INTERVIEWER: No? So you have never seen the activity where there is a plasticine ball

SAM: Oh yeahit floats when you make the surface area bigger

INTERVIEWER: Perfectcan we keep this drawing?SAM: (Nods) Its not a masterpiece

ACTIVITY TWO:

INTERVIEWER: OK second taskcan you please predict whether these items will float or

sink.They are labeled 1 through 10; just write the numbers in the float area or the

sinkarea

SAM: OK

INTERVIEWER: Great now we are going to test yourpredictionshere are the items andyourbucket of water

SAM: Just put them in?

INTERVIEWER: Yep and write down whether they float or sink

SAM: Leaf floats; pencil floats; apple floats; paper clip floats; rubber band floats;

rubber duck floats; coin sinks; which way do you put the CD in?

INTERVIEWER: Try it vertically and horizontally

SAM: OK vertically it sinks and horizontally it floats

INTERVIEWER: Greatkeep going

SAM: Button sinks; name badge floats

INTERVIEWER: And if you put it in the other way?

SAM: It sinks


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INTERVIEWER: Can you give us an explanation as to why the CD and name badge floated

whenhorizontal but sunk when vertical?

SAM: Because when you put it in upright, the surface area is a lot smaller that is

touching the water. When you put it in flat the surface area is much bigger so its

weight is distributed more

INTERVIEWER: OK when the surface area is more distributed is there something keepingitup?

SAM: Im not surethe viscosity of the water maybe

INTERVIEWER: OK so there is something keeping it there but you are not quite sure what?

SAM: Yeah

INTERVIEWER: OK so lets have a look at all of the ones that are floaterswhat properties

dothey all have in common?

SAM: (Hesitates)

INTERVIEWER: Look at weight, size, shape, materials, etc. what do they all have in

common?

SAM: I dont know. Maybe all of them apart from the rubber band have air in them

INTERVIEWER: Yeahand weight? Are they all light?

SAM: Yeah but the apple is pretty heavy compared to the rest

INTERVIEWER: OKso with the sinkers, what do you think a common property could be?

Soagain - weight, size, shape, materials, etc.

SAM: Surface area is really small

INTERVIEWER: What abouthaving holes in themdoes that affect it?

SAM: No because the penny still sunk

INTERVIEWER: What are they all made of?

SAM: Metal and plastic and they both sunkINTERVIEWER: And do you know how they are made? Have they been made very

compact?

SAM: Yes they have been compressed

INTERVIEWER: OK so lets have a look at the floaters again

SAM: They havent been compressed and they have a lot of air in them

INTERVIEWER: Greatso our final activity

SAM: Cool

ACTIVITY THREE:

INTERVIEWER: (Reads question 1)

SAM: They will float

INTERVIEWER: Why?

SAM: They still have a pretty big surface area and there will be air trapped in there

INTERVIEWER: Good answer.

(reads question 2)

SAM: Is that ball B?

INTERVIEWER: Yes

SAM: It will sinkINTERVIEWER: Why?


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SAM: Because its basically like a CD just curved the water will still get in there and

bring it down

INTERVIEWER: OK

(reads question 3)

SAM: Float

INTERVIEWER: Why?SAM: Because the surface area on the bottom of the rectangle is still bigger than the

surface area of the hole

INTERVIEWER: So you dont think having a hole in it will cause it to sink?

SAM: No I dont

INTERVIEWER: OK

(reads question 4)

SAM: I reckon it will float

INTERVIEWER: Why?

SAM: Because its surface area to weight ratio its surface area is much bigger than its

weight. Its the same size Im guessing but its weight is bigger

INTERVIEWER: Yeah the mass is bigger

SAM: Yeah right


SAM: I dont know

INTERVIEWER: You dont know? Take a wild guess

SAM: I reckon it willsink?

INTERVIEWER: Sink?

SAM: No noit will floatINTERVIEWER: You think it will float? Why?

SAM: Because the surface area at the top. I just think it will float (laughs)

INTERVIEWER: OK no problem

(reads question 6)

SAM: I reckon it will float like the CD because it has a bigger surface area


SAM: (Pauses)

INTERVIEWER: (Reads question again)

SAM: It will still float

INTERVIEWER: Why is that?

SAM: Because it has the same volume and the same mass the only difference will be

the squishiness what its made of


SAM: It will still sinkbecause you are adding a bit more weight. The foam isnt

touching the water


SAM: I think it will floatINTERVIEWER: Whys that?


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SAM: Because there is more water it will be harder to bring it to the bottom. Like if you

are trying to bring a balloon to the bottom it is harder in more water

INTERVIEWER: You mean it is harder to bring a balloon to the bottom of a pool than the

bottom of a bucket?

SAM: Yeah

INTERVIEWER: OK last question (reads question 10)SAM: I think it will sink to the bottom of the cooking oil but stay around where the

cooking oil and water meet maybe

INTERVIEWER: So it will sink through the cooking oil?

SAM: Yeah sink in the oil

INTERVIEWER: OK good answer.

So I have one more question for you from everything we havejust done

there today, do you want to change your definition of what is floating?

SAM: What did I say before?

INTERVIEWER: (Reads definition)

SAM: Yes I will change it to: if an object has a bigger surface area and you place it on a

liquid, it will float more than if it has a smaller surface area

INTERVIEWER: And do you want to change your statement about what keeps an object on

top ofthe water?

SAM: Ive forgotten what I said now

INTERVIEWER: (Reads answer)

SAM: If we change the volume and or surface area and the amount of water you are

trying to sink it in

INTERVIEWER: OK awesomewe are done! Thank you so much for helping us todaySAM: No worries


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Interview with Child 2: year 5, Jack

ACTIVITY ONE:

INTERVIEWER: What do you think floating is:

JACK: Floating is like the water is pushing you up and gravity is pushing you down. So you

cant go down and you cant go up so youre floating in the middle

INTERVIEWER: Does a fish float?

JACK: No, because its got something special to keep it levelGot something to keep it

down under the water

INTERVIEWER: Can we change something from a sinker to a floater?

JACK: Yes. So if you had clay and put it into a little ball it would fall down, but if you like

make clay like a boat thing then it will still float

INTERVIEWER: Why

JACK: Bowl/boat shape because it is level and nice and calm, and it cant let any water intoit as when you scrunch it all up the air is trapped inside so it will go down.

ACTIVITY TWO:

INTERVIEWER: Can you please predict whether these items will float or sink? They are

labeled 1 through 10; just write the numbers in the float area or the sink area (all items

tested) and written down.

JACK: sure

INTERVIEWER: Great now we are going to test your predictionshere are the items and

yourbucket of water place the item in the bucket and then record on this sheetwhetherthey float or sink

INTERVIEWER: Try the CD again this time verticallyplacing it in like this..

JACK: OK

INTERVIEWER: What happened?

JACK: it sunk

INTERVIEWER: yip, so make sure you record both keep going

JACK: Button sinks; name badge floats

INTERVIEWER: And if you put it in the other way?

JACK: It also sinks

INTERVIEWER: Can you give us an explanation as to why the CD and name badge floated

when horizontal but sunk when vertical?

JACK: They have a flat bottom so they have a bigger surface

INTERVIEWER: Great Lets have a look at all of the ones that are floaterswhat

properties do they all have in common?

JACK: They all have a force going up that is the same as the gravity, making the objects

float. But the shape of the object could also make it float.

INTERVIEWER: Lets look at all the sinkers now. What do they all have in common?JACK: they had no air in them.


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ACTIVITY THREE:


JACK: Float, because there is air still trapped inside from when you clicked them together

INTERVIEWER: (Reads question 2)JACK: Float, because when the manufactures put it in they couldnt have got all the air out

so they had some air trapped inside.


JACK: Float, because when you put it in it will have some air trapped inside so it will turn

over and will still float


JACK: Float, because it is thinner and less things in it to make it sink so it will float.

INTERVIEWER: What makes it float?

JACK: The gravity pushing it down and the water force pushing it up


JACK: That triangle will sort of like flip sideways and so its sorta flat and it might sorta go

half under water, but it will still float.


JACK: Float, because it is like a special thing, sorta like the clay example so it will still

float Got more of a chance of staying there like boats because sometimes they

have a flat bottom so I think it will stay up and float. They have a bigger surface


JACK: Shape B will sink because shape B is very hard and sometimes the water doesnt

have the force to keep the ball up when its hard and its got nothing that the air

trapped inside would do or the gravity and the force cant keep it level.


JACK: Float, because the foam will hold the container up and then it will sink


JACK: Float because there is more force of the water trapped/keeping it up

INTERVIEWER: Why is there more force?

JACK: Like when there is the ocean like there is a lot of force that ships can go on it so like

theres like a big tank and I think the block will float because like A it has a flat

surface and B it will float because there is a lot more force pushing it up and there

is still the same gravity but it will still go down on it.


JACK: Float because oil is very think and it keeps it up sorta so because it has got lots of

like chemicals in it so it might do something to it to keep it up.

INTERVIEWER: Can you draw for me where it would sit in the oil?

JACK: I think it would sit half sinking and half floating


35/35

5508: Assignment 1

INTERVIEWER: If you dunk the duck in the water and the water level goes up. Why do you

think that is?

JACK: Because there is less space for the water because the water cant go through so it

will have to go around you so it will have to go up.

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