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Conceptual Change (conceptual + change)
Selected AbstractsMAKING SENSE OF CONCEPTUAL CHANGEHISTORY AND THEORY, Issue 3 2008JOUNI-MATTI KUUKKANEN ABSTRACT Arthur Lovejoy's history of unit-ideas and the history of concepts are often criticized for being historically insensitive forms of history-writing. Critics claim that one cannot find invariable ideas or concepts in several contexts or times in history without resorting to some distortion. One popular reaction is to reject the history of ideas and concepts altogether, and take linguistic entities as the main theoretical units. Another reaction is to try to make ideas or concepts context-sensitive and to see their histories as dynamic processes of transformation. The main argument in this paper is that we cannot abandon ideas or concepts as theoretical notions if we want to write an intelligible history of thought. They are needed for the categorization and classification of thinking, and in communication with contemporaries. Further, the criterion needed to subsume historical concepts under a general concept cannot be determined merely on the basis of their family resemblances, which allows variation without an end, since talk of the same concepts implies that they share something in common. I suggest that a concept in history should be seen to be composed of two components: the core of a concept and the margin of a concept. On the basis of this, we can develop a vocabulary for talking about conceptual changes. The main idea is that conceptual continuity requires the stability of the core of the concept, but not necessarily that of the margin, which is something that enables a description of context-specific features. If the core changes, we ought to see it as a conceptual replacement. [source] Beyond Conceptual Change: Using Representations to Integrate Domain-Specific Structural Models in Learning MathematicsMIND, BRAIN, AND EDUCATION, Issue 2 2007Florence Mihaela Singer ABSTRACT, Effective teaching should focus on representational change, which is fundamental to learning and education, rather than conceptual change, which involves transformation of theories in science rather than the gradual building of knowledge that occurs in students. This article addresses the question about how to develop more efficient strategies for promoting representational change across cognitive development. I provide an example of an integrated structural model that highlights the underlying cognitive structures that connect numbers, mathematical operations, and functions. The model emphasizes dynamic multiple representations that students can internalize within the number line and which lead to developing a dynamic mental structure. In teaching practice, the model focuses on a counting task format, which integrates a variety of activities, specifically addressing motor, visual, and verbal skills, as well as various types of learning transfer. [source] In Pursuit of Conceptual Change: the Case of Legendre and SymmetryCENTAURUS, Issue 4 2009Giora Hon First page of article [source] Executive function and the development of belief,desire psychologyDEVELOPMENTAL SCIENCE, Issue 4 2010Hannes Rakoczy In two studies children's performance on tasks requiring the ascription of beliefs and desires was investigated in relation to their executive function. Study 1 (n = 80) showed that 3- and 4-year-olds were more proficient at ascribing subjective, mutually incompatible desires and desire-dependent emotions to two persons than they were at ascribing analogous subjective false beliefs. Replicating previous findings, executive function was correlated with false-belief ascription. However, executive function was also correlated with performance on tasks requiring subjective desire understanding. Study 2 (n = 54) replicated these results, and showed that the correlations hold even if age, vocabulary and working memory are controlled for. The results are discussed with regard to the role of executive function and conceptual change in theory of mind development. [source] Abused child to nonabusive parent: Resilience and conceptual changeJOURNAL OF CLINICAL PSYCHOLOGY, Issue 3 2002Glenda Wilkes Individuals who were abused as children and have spontaneously, without intervention, been able to change their cognitive and behavioral patterns such that they do not abuse their own children represent a heretofore untapped source of information and understanding about the processes of conceptual change and resilience. This pilot study investigates the nature of this conceptual change as an exemplar of resilience. Birth order, gender, locus of control, and coping behaviors emerged as areas needing further study. Additionally, the belief on the part of the abusing parents that abuse was not wrong needs further investigation as a possible precursor to this particular context for conceptual change. © 2002 Wiley Periodicals, Inc. J Clin Psychol 58: 261,276, 2002. [source] Cognitive perturbation through dynamic modelling: a pedagogical approach to conceptual change in scienceJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 6 2006S. C. Li Abstract While simulations have widely been used to facilitate conceptual change in learning science, results indicate that significant disparity or gap between students' prior conceptions and scientific conceptions still exists. To bridge the gap, we argue that the applications of computer simulation in science education should be broadened to enable students to model their thoughts and to improve and advance their theories progressively. While computer simulations are often used to offer opportunities for students to explore scientific models, they do not give them the space to explore their own conceptions, and thus cannot effectively address the challenge of changing students' alternative conceptions. Findings from our recent empirical study reveal that, firstly, dynamic modelling using the environment WorldMaker 2000 in conjunction with the use of a cognitive perturbation strategy by the teacher was effective in helping students to migrate from their alternative conceptions towards a more scientifically inclined one; secondly, the pathways of conceptual change across groups were idiosyncratic and diverse. Respecting students' ideas seriously and providing cognitive perturbation at appropriate junctures of the inquiry process are found to be conducive to fostering conceptual change. In this paper, we will report on the details of the pedagogical approach adopted by the teacher and portray how students' conceptions change during the entire process of model building. [source] Using Private-Public Linkages to Regulate Environmental Conflicts: The Case of International Construction ContractsJOURNAL OF LAW AND SOCIETY, Issue 1 2002Oren Perez The article takes a pluralistic view of the ,trade-environment' conflict by exploring one of the settings of this conflict: the lex constructionis, international construction law. It seeks to unravel the way in which the unique structural-cultural attributes of this legal domain have affected its environmental (in)sensitivity. The article's main argument in that context is that the contractual tradition of the lex constructionis (as manifested in the standard contracts that dominate this field) and its unique institutional structure, have created a culture of ecological indifference. This culture has important practical consequences because of the deep ecological problematic of international construction projects. The article develops an alternative contractual model, which depicts the construction contract as a semi-political mechanism, rather than a private tool. This conceptual change seeks to break the public/private separation that characterizes the contractual discourse in the international construction market. The article explores, further, whether this alternative contractual vision could be realized in practice, and proposes several implementing modules which could further this goal. While the article explores a particular international regime, its methodology and conclusions , in particular, the political-constitutional interpretation of the contract and the critique of the public/private dichotomy (see sections III.3 and III.4) , should be relevant to the regulation of many other (national or international) environmental dilemmas. [source] Learner error, affectual stimulation, and conceptual changeJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 2 2010Michael Allen Abstract Pupils' expectation-related errors oppose the development of an appropriate scientific attitude towards empirical evidence and the learning of accepted science content, representing a hitherto neglected area of research in science education. In spite of these apparent drawbacks, a pedagogy is described that encourages pupils to allow their biases to improperly influence data collection and interpretation during practical work, in order to provoke emotional responses and subsequent engagement with the science. The usefulness of this approach is borne out quantitatively by findings from a series of three randomized experiments (n,=,158) which show superior gains using this pedagogy that are still significant 2 and 3 years after the initial treatment. In addition, pupils who experienced more intense emotions during treatment demonstrated the most gains after 6 weeks. This research is one element of a large-scale study of expectation-related observation in school science whose findings impact generally on the proper consideration of empirical evidence and the learning of science content. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:151,173, 2010 [source] The effects of Common Knowledge Construction Model sequence of lessons on science achievement and relational conceptual changeJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2010Jazlin Ebenezer Abstract The purpose of this study was to investigate the effects of the Common Knowledge Construction Model (CKCM) lesson sequence, an intervention based both in conceptual change theory and in Phenomenography, a subset of conceptual change theory. A mixed approach was used to investigate whether this model had a significant effect on 7th grade students' science achievement and conceptual change. The Excretion Unit Achievement Test (EUAT) indicated that students (N,=,33) in the experimental group achieved significantly higher scores (p,<,0.001) than students in the control group (N,=,35) taught by traditional teaching methods. Qualitative analysis of students' pre- and post-teaching conceptions of excretion revealed (1) the addition and deletion of ideas from pre- to post-teaching; (2) the change in the number of students within categories of ideas; (3) the replacement of everyday language with scientific labels; and (4) the difference in the complexity of students' responses from pre- to post-teaching. These findings contribute to the literature on teaching that incorporates students' conceptions and conceptual change. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 25,46, 2010 [source] Elementary teachers' epistemological and ontological understanding of teaching for conceptual learningJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2007Nam-Hwa Kang The purpose of this study was to examine the ways in which elementary teachers applied their understanding of conceptual learning and teaching to their instructional practices as they became knowledgeable about conceptual change pedagogy. Teachers' various ways to interpret and utilize students' prior ideas were analyzed in both epistemological and ontological dimensions of learning. A total of 14 in-service elementary teachers conducted an 8-week-long inquiry into students' conceptual learning as a professional development course project. Major data sources included the teachers' reports on their students' prior ideas, lesson plans with justifications, student performance artifacts, video-recorded teaching episodes, and final reports on their analyses of student learning. The findings demonstrated three epistemologically distinct ways the teachers interpreted and utilized students' prior ideas. These supported Kinchin's epistemological categories of perspectives on teaching including positivist, misconceptions, and systems views. On the basis of Chi's and Thagard's theories of conceptual change, the teachers' ontological understanding of conceptual learning was differentiated in two ways. Some teachers taught a unit to change the ontological nature of student ideas, whereas the others taught a unit within the same ontological categories of student ideas. The findings about teachers' various ways of utilizing students' prior ideas in their instructional practices suggested a number of topics to be addressed in science teacher education such as methods of utilizing students' cognitive resources, strategies for purposeful use of counter-evidence, and understanding of ontological demands of learning. Future research questions were suggested. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1292,1317, 2007 [source] Strategies reported used by instructors to address student alternate conceptions in chemical equilibriumJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2005Jeff S. Piquette This study explores general-chemistry instructors' awareness of and ability to identify and address common student learning obstacles in chemical equilibrium. Reported instructor strategies directed at remediating student alternate conceptions were investigated and compared with successful, literature-based conceptual change methods. Fifty-two volunteer general chemistry instructors from 50 U.S. colleges and universities completed an interactive web-based instrument consisting of open-ended questions, a rating scale, classroom scenarios, and a demographic form. Survey respondents who provided responses or described remediation strategies requiring further clarification were identified (n,=,6); these respondents amplified their views in separate, researcher-led semistructured phone interviews. All 52 responding chemistry instructors reported and identified common student areas of difficulty in chemical equilibrium. They reported employing a variety of strategies to address and attempt to remediate students' alternate conceptions; however, these self-reported strategies rarely included all four necessary conditions specified by Posner, Strike, Hewson, and Gertzog (Science Education, 66, 211,217, 1982) to stimulate conceptual change. Instructor-identified student alternate conceptions were congruent with literature-reported alternate conceptions of chemical equilibrium, thus providing validation support for these compilations. Implications for teaching and further research are also highlighted. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 1112,1134, 2005 [source] Promoting fourth graders' conceptual change of their understanding of electric current via multiple analogiesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2005Mei-Hung Chiu For the past two decades, a growing amount of research has shown that the use of analogies in science teaching and learning promotes meaningful understanding of complex scientific concepts (Gentner, 1983; Glynn, 1989; Harrison & Treagust, 1993; Wong, 1993). This article presents a study in which multiple analogies were used as scaffolding to link students' prior understanding of daily life events to knowledge of the scientific domain. The study was designed to investigate how multiple analogies influence student learning of a complex scientific concept: the electric circuit. We used several analogies in a set of learning materials to present the concepts of parallel and series circuits. Thirty-two fourth graders participated in this study and were randomly assigned to four groups. The four groups were named nonanalogy (control), single analogy, similar analogies, and complementary analogies, according to the materials they used in this study. The results demonstrated that using analogies not only promoted profound understanding of complex scientific concepts (such as electricity), but it also helped students overcome their misconceptions of these concepts. In particular, we found that the reason the students had difficulty understanding the concept of electricity was because of their ontological presupposition of the concept. Implications for teaching and learning are discussed. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 429,464, 2005 [source] Young children learning about living things: A case study of conceptual change from ontological and social perspectivesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2004Grady VenvilleArticle first published online: 16 APR 200 Although research from a developmental/psychological perspective indicates that many children do not have a scientific understanding of living things, even by the age of 10 years, little research has been conducted about how students learn this science topic in the classroom. This exploratory research used a case-study design and qualitative data-collection methods to investigate the process of conceptual change from ontological and social perspectives when Year 1 (5- and 6-year-old) students were learning about living things. Most students were found to think about living things with either stable, nonscientific or stable, scientific framework theories. Transitional phases of understanding also were identified. Patterns of conceptual change observed over the 5-week period of instruction included theory change and belief revision as well as reversals in beliefs. The predominant pattern of learning, however, was the assimilation of facts and information into the students' preferred framework theory. The social milieu of the classroom context exposed students' scientific and nonscientific beliefs that influenced other individuals in a piecemeal fashion. Children with nonscientific theories of living things were identified as being least able to benefit from socially constructed, scientific knowledge; hence, recommendations are made for teaching that focuses on conceptual change strategies rather than knowledge enrichment. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 449,480, 2004 [source] Development of an instrument for measuring cognitive conflict in secondary-level science classesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2003Gyoungho Lee Based on conceptual change theory, cognitive conflict is known as an important factor in conceptual change even though there are still questions about its positive and negative effects on science learning. However, there is no reliable method by which to assess the cognitive conflict students experience in their learning. The purpose of this research was to develop an instrument for measuring secondary students' cognitive conflict levels as they learned science. The results of this study indicate that our instrument is a valid and reliable tool for measuring cognitive conflict levels. Factor analysis supported the model that cognitive conflict consists of four constructs: recognition of an anomalous situation, interest, anxiety, and cognitive reappraisal of the conflict situation. Implications for instruction and possibilities for future research are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 585,603, 2003 [source] Dynamic processes of conceptual change: Analysis of constructing mental models of chemical equilibriumJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2002Mei-Hung Chiu The purpose of this study was to investigate students' mental models of chemical equilibrium using dynamic science assessments. Research in chemical education has shown that students at various levels have misconceptions about chemical equilibrium. According to Chi's theory of conceptual change, the concept of chemical equilibrium has constraint-based features (e.g., random, simultaneous, uniform activities) that might prevent students from deeply understanding the nature of the concept of chemical equilibrium. In this study, we examined how students learned and constructed their mental models of chemical equilibrium in a cognitive apprenticeship context. Thirty 10th-grade students participated in the study: 10 in a control group and 20 in a treatment group. Both groups were presented with a series of hands-on chemical experiments. The students in the treatment group were instructed based on the main features of cognitive apprenticeship (CA), such as coaching, modeling, scaffolding, articulation, reflection, and exploration. However, the students in the control group (non-CA group) learned from the tutor without explicit CA support. The results revealed that the CA group significantly outperformed the non-CA group. The students in the CA group were capable of constructing the mental models of chemical equilibrium,including dynamic, random activities of molecules and interactions between molecules in the microworld,whereas the students in the non-CA group failed to construct similar correct mental models of chemical equilibrium. The study focuses on the process of constructing mental models, on dynamic changes, and on the actions of students (such as self-monitoring/self-correction) who are learning the concept of chemical equilibrium. Also, we discuss the implications for science education. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 688,712, 2002 [source] Beyond Conceptual Change: Using Representations to Integrate Domain-Specific Structural Models in Learning MathematicsMIND, BRAIN, AND EDUCATION, Issue 2 2007Florence Mihaela Singer ABSTRACT, Effective teaching should focus on representational change, which is fundamental to learning and education, rather than conceptual change, which involves transformation of theories in science rather than the gradual building of knowledge that occurs in students. This article addresses the question about how to develop more efficient strategies for promoting representational change across cognitive development. I provide an example of an integrated structural model that highlights the underlying cognitive structures that connect numbers, mathematical operations, and functions. The model emphasizes dynamic multiple representations that students can internalize within the number line and which lead to developing a dynamic mental structure. In teaching practice, the model focuses on a counting task format, which integrates a variety of activities, specifically addressing motor, visual, and verbal skills, as well as various types of learning transfer. [source] Environmental Obligations and the Limits of Transnational CitizenshipPOLITICAL STUDIES, Issue 2 2009Andrew Mason Notions of cosmopolitan and environmental citizenship have emerged in response to concerns about environmental sustainability and global inequality. But even if there are obligations of egalitarian justice that extend across state boundaries, or obligations of environmental justice to use resources in a sustainable way that are owed to those beyond our borders, it is far from clear that these are best conceptualised as obligations of global or environmental citizenship. Through identifying a core concept of citizenship, I suggest that citizenship obligations are, by their nature, owed (at least in part) in virtue of other aspects of one's common citizenship, and that obligations of justice, even when they arise as a result of interconnectedness or past interactions, are not best conceived as obligations of citizenship in the absence of some other bond that unites the parties. Without ruling out the possibility of beneficial conceptual change, I argue that Andrew Dobson's model of ecological citizenship is flawed because there is no good reason to regard the obligations of environmental justice which it identifies as obligations of ecological citizenship, and that other models of cosmopolitan or global citizenship face a similar objection. [source] Coherence versus fragmentation in the development of the concept of forceCOGNITIVE SCIENCE - A MULTIDISCIPLINARY JOURNAL, Issue 6 2004Andrea A. DiSessa Abstract This article aims to contribute to the literature on conceptual change by engaging in direct theoretical and empirical comparison of contrasting views. We take up the question of whether naïve physical ideas are coherent or fragmented, building specifically on recent work supporting claims of coherence with respect to the concept of force by Ioannides and Vosniadou [Ioannides, C., & Vosniadou, C. (2002). The changing meanings of force. Cognitive Science Quarterly 2, 5,61]. We first engage in a theoretical inquiry on the nature of coherence and fragmentation, concluding that these terms are not well-defined, and proposing a set of issues that may be better specified. The issues have to do with contextuality, which concerns the range of contexts in which a concept (meaning, model, theory) applies, and relational structure, which is how elements of a concept (meaning, model, or theory) relate to one another. We further propose an enhanced theoretical and empirical accountability for what and how much one needs to say in order to have specified a concept. Vague specification of the meaning of a concept can lead to many kinds of difficulties. Empirically, we conducted two studies. A study patterned closely on Ioannides and Vosniadou's work (which we call a quasi-replication) failed to confirm their operationalizations of "coherent." An extension study, based on a more encompassing specification of the concept of force, showed three kinds of results: (1) Subjects attend to more features than mentioned by Ioannides and Vosniadou, and they changed answers systematically based on these features; (2)We found substantial differences in the way subjects thought about the new contexts we asked about, which undermined claims for homogeneity within even the category of subjects (having one particular meaning associated with "force") that best survived our quasi-replication; (3) We found much reasoning of subjects about forces that cannot be accounted for by the meanings specified by Ioannides and Vosniadou. All in all, we argue that, with a greater attention to contextuality and with an appropriately broad specification of the meaning of a concept like force, Ioannides and Vosniadou's claims to have demonstrated coherence seem strongly undermined. Students' ideas are not random and chaotic; but neither are they simply described and strongly systematic. [source] MAKING SENSE OF CONCEPTUAL CHANGEHISTORY AND THEORY, Issue 3 2008JOUNI-MATTI KUUKKANEN ABSTRACT Arthur Lovejoy's history of unit-ideas and the history of concepts are often criticized for being historically insensitive forms of history-writing. Critics claim that one cannot find invariable ideas or concepts in several contexts or times in history without resorting to some distortion. One popular reaction is to reject the history of ideas and concepts altogether, and take linguistic entities as the main theoretical units. Another reaction is to try to make ideas or concepts context-sensitive and to see their histories as dynamic processes of transformation. The main argument in this paper is that we cannot abandon ideas or concepts as theoretical notions if we want to write an intelligible history of thought. They are needed for the categorization and classification of thinking, and in communication with contemporaries. Further, the criterion needed to subsume historical concepts under a general concept cannot be determined merely on the basis of their family resemblances, which allows variation without an end, since talk of the same concepts implies that they share something in common. I suggest that a concept in history should be seen to be composed of two components: the core of a concept and the margin of a concept. On the basis of this, we can develop a vocabulary for talking about conceptual changes. The main idea is that conceptual continuity requires the stability of the core of the concept, but not necessarily that of the margin, which is something that enables a description of context-specific features. If the core changes, we ought to see it as a conceptual replacement. [source] Health behaviours, risk-taking and conceptual changes among schoolchildren aged 7 to 19 years in semi-rural SwedenCHILD: CARE, HEALTH AND DEVELOPMENT, Issue 3 2008A. Olsson Abstract Background This study covers a broad age group (7,19 years) and includes a wide range of themes. The aim is to describe how various behaviours, complaints and conceptual changes come into play and to discuss the factors that might support or hamper the happiness and well-being of growing children and adolescents. We also discuss the implications of our findings for future prevention programmes. Methods This cross-sectional study included all schoolchildren in a semi-rural district in Sweden (2181 pupils). A structured classroom questionnaire was used but the children were also given the opportunity to describe in their own words what was important for their happiness and well-being. Results Mean response rate was 85%. Most changes in behaviour occurred between 11 and 14 years of age. Girls had a more rapid process of change than boys. Both girls and boys experienced stress in their relations with peers, parents and teachers. Gender differences in emotional support were prominent. Regardless of age and sex, all schoolchildren asked for a richer choice of leisure time activities, a place where they could meet with friends and caring teachers, parents and adults in the surrounding community. Conclusions Adolescence was perceived as a risky and problematic period not only by adults but also by the adolescents themselves. However, the perceived risks and the worries differed. While the adults mainly worried about the early onset of smoking and drug use, the schoolchildren worried about their social situation and their personal relationships. After decades of preventive programmes in Swedish schools, only modest results are seen. To be effective, future preventive programmes probably have to focus more on the conceptual world of the growing child. 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