Personal theories change slowly, even when physical evidence contradicts their very foundations. We sometimes saw students correct a misconception, but then inappropriately use new information to distort the correct theory. Yet unless we make some effort to explore students' personal theories, we will continue to graduate college students with their childhood misconceptions virtually untouched. On the positive side, students at a grade 5 level are capable of employing sophisticated science reasoning. While it is impossible to evaluate whether teaching students to test and revise personal theories throughout their school years ultimately affects their views of the natural world, this approach unquestionably offers more hope than current methods of science instruction.
Conceptual change appears to require an ongoing solution.
Therefore, Thorley and I will continue working with 5th graders to increase our own knowledge base and to bring our findings to the attention of others. We have come to realize that in a very important way, teaching is research. The knowledge I have gained working with a university researcher on the topic of electricity has had a ripple effect throughout my science program. Whether introducing acids and bases to 5th graders or working outside with 6th graders at a creek, I am always aware that my students already have theories that explain why acids burn or how crayfish survive the winter cold. Helping them understand the basis of their own reasoning and test it against the real world has become for me a fundamental curricular approach.