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Naïve concepts are the very simple questions that arise in the student’s mind by reading books or by listening to the lecture or by any information. Naïve concepts are the concepts that are the involved the traditional ways of teaching. It is based on the lecture method, and more or less it is May only question and answers session. It has also been studied that the lecture method is also not too boring. It can be more interesting if the teacher is enabling to involve students. But it can be more accurate and interesting if there is practical work along with the lecture. It is being science students they should read many things but it makes it more effective and interesting practical work is also necessary.
Practical work may help to clear their concept. It involves student interest and is also helpful to discover the curiosity among the students. They learn more quickly and sharply by the practical work. Some students who are intelligent and sharp they can easily need and understand through the traditional method of study but the average and week students need more the practical work to understand different things which they cannot understand during lecture. Further when a student does practical work with other class fellows or friend he can share his ideas and views to his friends and which he feels shy o discuss it with his teacher.
Nature concept is also learning the process and it may help in studying physics at secondary level students may learn so many things with naïve concepts as it is also an effective learning process but it lacks so many things especially in teaching science subjects. Teaching students need student s full involvement to clear their concept about so many things and only lecture method is not helpful in this regard. It is true that many students can learn through this method but teaching can be more effective by practical. There are many methods or ways to investigate and know the naïve concepts of students. After the lecture, we tell students to write something about this topic and their questions are in secret.
A model of simple Physics of the word as experienced by people in their everyday lives. An area of Physics research in artificial intelligence, naive Physics is important of common-sense reasoning and is closely linked to qualitative reasoning.
Students initial qualitative, common sense beliefs have a large effect on performance. But conventional instruction induces only a small change in those beliefs. The basic knowledge gain under conventional instruction is essentially independent of the instructor (Calhoun and Hestenes 1998). This statement summarizes the outcomes of numerous studies on student learning that suggest a change in teaching methodology is critical to achieving a greater degree of scientific literacy among our students (Hake 2000; Mintzes and others 1998; Udovic and others 2002) although this statement is a recognition of the constructive philosophy of learning, it also acknowledges a more specific problem relating to many basic scientific concepts. For biologists, the most notable among these are evolution and particularly natural selection. Students bring many naïve beliefs about evolution to the classroom, which are particularly resistant to change through traditional instruction (Sundberg 1997)
The purpose of my ongoing research in biological education is to identify and describe teaching strategies that are my effective against such entrenched beliefs and that will promote a most sophisticated understanding of basic concepts. In this paper, I summarize the results of my most successful inventions to address (1) major concepts related to evolutionary theory and (2) concepts related to the nature of science. The course Most of the investigate exercises described below have been used in an independent college introductory biology laboratory course, paired with a traditional lecture, but the greatest students gains were observed when lecture and laboratory integrated into a single course. Students were a mix of biology majors and non-majors the course was scheduled for two-three hours blocks per week. This intensive block format allowed for great flexibility in varying the time commitment to a great variety of pedagogical techniques and particular concepts. Five readings were used in lieu of a textbook: Lives of a cell (Thomas 1974), The cartoon guide to Genetics (Gonick and Wheelis 1991), Drawing for beginners (Miller and van Loon 1982), ever since Darwin (Gould 1977), and Ecological Vignettes (Odom 1988).
A variety of “majors” textbooks was also available for use in class or for checkout for use as an encyclopedic reference as needed. The primary instructional technique was a Socratic dialog based on daily readings. These discussions were also used to introduce specific problems for laboratory investigation. For instance, for instance, Darwin’s response to tropical diversity in the Amazon is used as a lead – into the investigation on variation. The technique of concept mapping (Novak and Gowin 1984) is introduced early, primarily as a tool to identify questions for investigation. In a completed concept map, virtually every connector between concepts identifies a testable hypothesis. The class is divided into research teams the first day; these teams collaborate on investigations throughout the semester.
Considerable peer instruction takes place during the performance of investigations and as results are reported to the class. Control for this study included traditional majors’ lecture and laboratory, traditional non-majors’ lecture, and laboratory. Traditional majors ‘lecture and investigative laboratory. And traditional non-majors’ lecture and investigative laboratory.
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