caa a22 4500 463246454 CHVBK 20180405153327.0 cr unu---uuuuu 170326e20070901xx s 000 0 eng 10.1007/s10763-006-9048-5 doi (NATIONALLICENCE)springer-10.1007/s10763-006-9048-5 The Durability of Conceptual Change in Learning the Concept of Weight in the Case of a Pulley in Balance [Elektronische Daten] [Olavi Hakkarainen, Maija Ahtee] This study concerns the question of how teachers can help pupils to perceive the concept of weight (gravitation). Fifth and ninth graders were asked in a paper-and-pencil test to compare the weight of two objects suspended in a pulley-in-balance half a year after the learning intervention consisting of three successive pulley-in-balance demonstrations. The understanding, that some of the fifth graders seemed to have formed from the weight concept after the teacher-independent learning intervention, had almost totally vanished in the delayed study. In the demonstrations the pulley served as an efficient prosthetic device for thinking, helping pupils to pay attention to the behaviour of the whole system instead of looking only at the separate objects. In the ninth grade about 45% of the pupils achieved general understanding about the pulley in balance by transferring the scientific explanation from the pulley demonstrations to the paper-and-pen test. A learning-with-conflict model is proposed based on pupil's alternative explanations about a discrepant event. These explanations are then challenged with a conflicting event. When pupils see and understand how the concept works in different contexts it is possible for the pupils to reach a context independent conceptual change. National Science Council, Taiwan, 2006 cognitive conflict nationallicence conceptual change nationallicence learning intervention nationallicence weight nationallicence Hakkarainen Olavi Department of Physics, University of Jyväskylä, Jyväskylä, Finland aut Ahtee Maija Department of Applied Sciences of Education, University of Helsinki, Sepänk. 19 A 9, 00150, Helsinki, Finland aut International Journal of Science and Mathematics Education Kluwer Academic Publishers 5/3(2007-09-01), 461-482 1571-0068 5:3<461 2007 5 10763 https://doi.org/10.1007/s10763-006-9048-5 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10763-006-9048-5 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Hakkarainen Olavi Department of Physics, University of Jyväskylä, Jyväskylä, Finland aut NATIONALLICENCE 700 1- Ahtee Maija Department of Applied Sciences of Education, University of Helsinki, Sepänk. 19 A 9, 00150, Helsinki, Finland aut NATIONALLICENCE 773 0- International Journal of Science and Mathematics Education Kluwer Academic Publishers 5/3(2007-09-01), 461-482 1571-0068 5:3<461 2007 5 10763 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer