At the botanical garden of the University of Würzburg, we conducted practical lessons on bionics,
focused on the lotus effect, with 260 students. Those approx. 14 years old, 8th-grade mid-level students
were divided into two groups. During an instructional discussion about the topic, one group was confronted
with their alternative conceptions (AC), whereas the other group was not (NAC). Both groups
were treated equally, following the experimental phase and results discussion. Questionnaires were used
to measure conceptual change in a pre-, post- and retention test design. Both groups changed their conceptions
in short-term similarly. Over a long-term period, the NAC group showed significantly higher
knowledge than the AC group. We discuss that the methodology of the alternative conception confrontation
should be selected very carefully by the teacher, as this step is the most delicate within the whole
conceptual change process.

• Students’ Alternative Conceptions about the Lotus Effect: To Confront or to Ignore?

Share :