Addressing Primary 5 pupils’ alternative conceptions on condensation and evaporation using concept videos in inquiry science

Abstract

The use of concept videos in science was designed to incorporate the teaching and learning of 21st Century skills in particular self-directed learning (SOL) which focus on developing thinking, communication and management skills in pupils. Science concepts are often abstract for young children, especially those in primary schools, to grasp. Pupils often bring to the classroom their own sets of science ideas, believes or alternative science concepts which may not be accurate and may contain serious misconceptions. Teachers need to constantly unteach and correct their alternative concepts before effective learning can take place. However, these unscientific ideas, believes or alternative conceptions that pupils have are usually difficult to change through routine classroom instruction. Addressing pupils' alternative conceptions is critical and if this is not addressed at early stage, it will impede their understanding of science concepts at higher study level. This paper examines the impact of using concept videos in SE inquiry-based science lessons (IBL) to trigger the thinking of primary five pupils (11-years old) as well as elicit any prior knowledge that pupils have into an active investigation of science concepts explicitly applied in authentic situations. A team of teachers created videos that present learners as subjects with alternative conceptions based on authentic situations in everyday life. These customised concept videos produced in-house are then used at crucial "hinge points" in a lesson to elicit their existing thoughts and trigger further in-depth thinking in pupils.