Document Type



Our two prior ISTJ editorials in the Iowa Science Teacher Journal (Clough & Kruse, 2010a & 2010b) have applied a conceptual change framework (Posner, Strike, Hewson & Gertzog, 1983; Pintrich et al., 1993; Abd-El-Khalick & Akerson, 2004; Clough, 2006a) to understand the difficulties students have in abandoning their intuitive ideas about the natural world and, for the same reasons, the difficulties teachers have in jettisoning their intuitive and learning. Our last editorial noted that in both cases, dissatisfaction with prior ways of thinking must be achieved before alternative ways of thinking will be seriously sought and considered. To initiate a sense of dissatisfaction with intuitive common teaching practices (i.e. lectures, textbook readings and questions, worksheets, and highly directive activities), we noted the overwhelming evidence that such practices have not promoted conceptual understanding of science concepts or other equally important goals for science education. We also emphasized how easily these kinds of teaching practices can be emulated by machines, a point we hope raises not only questions, but also indignity, regarding the pervasive nature of those teaching practices.

Publication Date

Fall 2010

Journal Title

Iowa Science Teachers Journal





First Page


Last Page



© Copyright 2010 by the Iowa Academy of Science



File Format



To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.