Making claims about learning: a microgenetic multiple case study of temporal patterns of conceptual change in learners’ activation of force conceptions

Representing conceptual change is challenging. Claims that conceptual change has occurred are sometimes based on data from a small number of probes given over a relatively long interval. Data collected in this way do not allow short-lived variability to be distinguished from more stable conceptual change and can lead to mistaken conclusions about learning. Different forms of variability can be distinguished by reporting temporal patterns of conceptual change, representations of the activations of different conceptions over an interval. In this paper, temporal patterns are constructed from a microgenetic, multiple case study of four 16-17-year-old students’ learning in a school in England. The students were interviewed once a week for twenty-two weeks using various probes related to force. The learners’ activation of two force conceptions showed a high degree of variability over time and to different contexts. Three temporal patterns are discussed, leading to recommendations for teachers and researchers interested in making claims about learning: change should be described by reference to data collected at multiple points over an extended period and claims that conceptual change has occurred require evidence that change has reached a relatively stable state. Future directions for investigations of temporal patterns of conceptual change are proposed.

表征概念转变（conceptual change）极具挑战性。有关概念转变已然发生的论断，有时依据的是在相对较长周期内实施的少量探查任务所采集的数据。此类采集方式得到的数据，无法将短暂性变异与更稳定的概念转变区分开来，可能会导致对学习情况得出错误结论。通过报告概念转变的时间模式——即某一周期内不同概念激活情况的表征——可以区分不同形式的变异。本文基于对英国某学校四名16至17岁学生学习情况开展的微观发生法多案例研究，构建了相关时间模式。研究人员采用各类与力相关的探查任务，对这些学生进行了为期22周、每周一次的访谈。学习者对两种力的概念的激活情况，随时间与不同情境呈现出高度变异。本文讨论了三种时间模式，并据此向关注学习论断的教师与研究者提出建议：概念转变的描述应参考在较长周期内多时间点采集的数据；若要断言概念转变已然发生，则需提供证据表明该转变已达到相对稳定的状态。最后，本文提出了概念转变时间模式研究的未来方向。