Volume 4 || Issue 5 - Sept. 2014 - English ‘Mirrors and Lenses’: Concept and Conceptual Change in Indian Science Classroom ‘Mirrors and Lenses’: Concept and Conceptual Change in Indian Science Classroom Rakesh Kumar Assistant Professor MV COLLEGE OF EDUCATION, University of Delhi. Abstract The present work aims to study the science learning context while the topic/area of explorations was ‘MIRRORS AND LENSES’. The study reveals that 84% of learners wanted to know something more on the topic; 66 % learners looked for other resources of learning; most of them wanted to know about difference between concave and convex mirror; most of them also shared what they learn with their siblings and parents; most learners talked to their friends and they acted as a resource for them. Many of the possible sites of formation of alternative frameworks have been identified in the study. For example - Concave and convex shapes written conversely; Lenses were written as mirrors;/ Point of incidence of light ray is different from point of reflection in plane mirror. Eye lens in eye exists at complete frontal part of eye; Light coming from bulb is manmade light. The type of diagrams cited in the study can be considered by the teacher to be starting point of their explorations of the learners’ Alternative Frameworks. Key Words: Teaching-Learning contexts, Mirrors and Lenses, Alternative Frameworks, network of conceptions, learners’ questions, and learners’ diagrams Introduction The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly” (Ausubel, 1968) (Worth, 1999) in ‘The Power of Children’s Thinking’ thinks of children as natural scientists and posits that, “They do what scientists do, but perhaps for some slightly different and less conscious reasons. They are anxious to understand the world just as adults are or one can say even better than them. There is a terribly interesting, but rather confusing, world full of stimuli all around them. Many adults, however, have learned to ignore some of that world rather than investigate it. Young children ignore very little” (Worth, 1999). The curiosity of children is many times evident in the questions that they ask. Since children are more curious and receptive than usual adults. Instead of idealised world of scientific theories, they weave. The web of their understanding from the exploration of messy world around them and this is with what a child enters the school. “Moreover when children start school and throughout their school years, they already have pre-formed ideas about how the natural world works. These ideas may come from within the instructional setting or from their experiences outside of school. Research has shown that teaching is unlikely to be effective unless teachers and curriculum materials take into account learners’ preconceptions” (Driver, Squires, Rushworth, & Wood-Robinson, 1994). “Some call these early ideas that children form as Alternative Frameworks; others label them naive conceptions, or alternative conceptions. Alternative Frameworks might also be referred to as preconceived notions, non-scientific beliefs, naive theories, mixed conceptions, or conceptual misunderstandings. Basically, in science these are cases in which something a person knows and believes does not match what is known to be scientifically correct. These terms identifying similar mismatches are used interchangeably in this study and are referred to as Alternative Frameworks” (Worth, 1999). (Hancock, 1940) defined a "misconception" as "...any unfounded belief that does not embody the element of fear, good luck, faith, or supernatural intervention" (p. 208).(Barrass, 1984) wrote of “‘mistakes’ or errors, ‘misconceptions’ or misleading ideas, and misunderstandings" or misinterpretations of facts, saying that teachers and brighter learners can correct errors. But what attention is paid to misconceptions and misunderstandings that are perpetuated by teachers and textbook researchers?” The term preconception has a connotation of pre-instructional conception developed by the science learner. “Teachers and researchers generally refer to pre instructional knowledge as preconceptions. Before beginning instruction on any new topic, teachers need to know their learners’ preconceptions because learning, and therefore instruction itself, varies depending on whether learners’ preconceptions agree with the concepts being taught or contradict those concepts” (Lucariello, 2012). “The term alternative conception is used to mean learners’ ideas, manifested after exposure to formal models or theories, which are still at odds with those currently accepted by the scientific community” (Boo, 1998). “When an alternative conception is used with consistency over more than one context or event, it is referred to as an alternative framework” (Boo, 1998). However, "Alternative Framework is a term from constructivist framework but cannot be restricted to its boundaries and should be applied in more different meanings" (Kumar, 2011). Need of Study: There are numerous challenges in science learning at current period. These involve utilizing prior knowledge and deep-rooted individual experiences of the learners in the classroom, crafting purposeful science learning experiences for them, providing effective models to the learners to shape their science concepts on, involving the learner in interesting, inspiring, and significant ways, imbibing our knowledge of nature of science in teaching practices etc. Large classrooms and learning design limitations influence a teacher not to provide individualized attention to the learner (Kumar, 2012). ‘Mirrors and Lenses’: Concept and Conceptual Change in Indian Science... http://www.ijerei.com/index.php?view=article&catid=128:english&id=2... 1 of 4 12/25/2016 11:12 PM