It is important however, to emphasi

It is important however, to emphasise that this internal coherence does not
represent a scientifically acceptable form of reasoning. The students’ reasoning
was naive because in many instances it resulted in the activation of an alternative
conception, leading to scientifically incorrect responses. This has an important
implication for the status of these conceptions. One of the aims of recent educational
research is to find ways to reduce the status of students’ alternative conceptions,
or eliminate them altogether. However, a number of authors have reported
only limited success in doing so (Gunstone et al. 1981, Clement 1982, Thijs 1992).
However, it is the pattern of reasoning which determines when the alternative
conception is activated, so it could be argued that one approach to conceptual
change could be to target the students’ na¹¨ve reasoning patterns or decisionmaking
patterns rather than directly targeting their alternative conceptions.
Lastly, it has been suggested that students’ formal science knowledge is completely
separate to their everyday understandings. For example, Solomon (1984)
described the ‘two domains’ of everyday thinking and formal science thinking, a
view shared by Hawkins and Pea (1987) who maintained that school knowledge
was not interactive with personal knowledge. On the other hand, the results of the
present study would suggest that there is a link between the students’ alternative
conceptions and their scientifically acceptable conceptions - they are linked
through the process of conditional reasoning. At this stage it is not possible to
resolve this issue because although students in the present study did have scientifically
acceptable conceptions, it is not yet clear whether these originated in the
classroom or whether they were largely intuitive.
However, the importance of studying how students apply their understandings
to different types of physical situations cannot be underestimated. One of the main
aims of science education is that students will learn to understand the natural and
physical world around them. Yet this world is made up of a myriad of contexts, or

ผลลัพธ์ (อังกฤษ) 2:

It is important however, to emphasize that this internal Coherence does not
represent a scientifically acceptable form of reasoning. The students' reasoning
was in MANY instances Naive because it resulted in the Activation of an alternative
conception, leading to scientifically incorrect Responses. This has an important
implication for the Status of these conceptions. One of the aims of recent educational
Research to Find Ways to Reduce is the Status of students' alternative conceptions,
or Eliminate them altogether. However, a Number of Authors have reported
only Limited Success in doing so (Gunstone et al. The 1,981th, Clement 1982, Thijs the 1,992th).
However, it is the Pattern of reasoning which Determines when the alternative
conception is activated, so it could be argued. that one conceptual approach to
Change Target could be to the students 'reasoning Na¹¨ve or Decisionmaking Patterns
Patterns rather than directly targeting their alternative conceptions.
Lastly, it has been SUGGESTED that students' Formal Science Knowledge is completely
Separate to their Everyday Understandings. For example, Solomon (one thousand nine hundred eighty-four)
described the 'Two domains' of Everyday Science Formal thinking and thinking, a
Shared View by Hawkins and Pea (in 1987) maintained that school Knowledge Who
was not with Interactive Personal Knowledge. On the Other Hand, the results of the
present Study would suggest that there is a link between the students' alternative
conceptions and their scientifically acceptable conceptions - they are linked
Through the Process of conditional reasoning. At this Stage it is not possible to
resolve this Issue because Although students in the present Study did have scientifically
acceptable conceptions, it is not yet Clear whether these originated in the
classroom or whether they were largely intuitive.
However, the importance of studying How students. their Understandings apply
to different types of physical Situations Can not be underestimated. Main one of the
aims of Science Education is that students Will Learn to Understand the Natural and
physical World Around them. Yet this world is made ​​up of a myriad of contexts, or.

ผลลัพธ์ (อังกฤษ) 3:

It is important however to emphasise, that this internal coherence does not.Represent a scientifically acceptable form of reasoning. The students reasoning. "Was naive because in many instances it resulted in the activation of an alternative.Conception leading to, scientifically incorrect responses. This has an important.Implication for the status of these conceptions. One of the aims of recent educational.Research is to find ways to reduce the status of students", alternative conceptionsOr eliminate them altogether. However a number, of authors have reported.Only limited success in doing so (Gunstone et al. 1981, Clement 1982, Thijs 1992).However it is, the pattern of reasoning which determines when the alternative.Conception is activated so it, could be argued that one approach to conceptual.Change could be to target the students" Na (¨ ve reasoning patterns or decisionmaking.Patterns rather than directly targeting their alternative conceptions.Lastly it has, been suggested that students" formal science knowledge is completely.Separate to their everyday understandings. For, example Solomon (1984).Described the "two domains" of everyday thinking and formal, science thinking a.View shared by Hawkins and Pea (1987) who maintained that school knowledge.Was not interactive with personal knowledge. On the, other hand the results of the.Present study would suggest that there is a link between the students alternative. "Conceptions and their scientifically acceptable conceptions - they are linked.Through the process of conditional reasoning. At this stage it is not possible to.Resolve this issue because although students in the present study did have scientifically.Acceptable conceptions it is, not yet clear whether these originated in the.Classroom or whether they were largely intuitive.However the importance, of studying how students apply their understandings.To different types of physical situations cannot be underestimated. One of the main.Aims of science education is that students will learn to understand the natural and.Physical world around them. Yet this world is made up of a myriad, of contexts or.