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Conceptual Understanding (conceptual + understanding)
Selected AbstractsA CONCEPTUAL UNDERSTANDING OF REQUIREMENTS FOR THEORY-BUILDING RESEARCH: GUIDELINES FOR SCIENTIFIC THEORY BUILDING,JOURNAL OF SUPPLY CHAIN MANAGEMENT, Issue 3 2008JOHN G. WACKER Business academics have focused their attention on empirical investigation of programs' effect on organizational competitive performance. These studies primarily emphasize theory building. With the many definitions of theory, academics are not certain whether their research papers meet the specific requirements for theory development required by the academic field of the philosophy of science. Certainly, supply chain academics generally believe that their academic articles fulfill the requirements of theory building. Although many of these articles do have elements of theory, more focus is needed on the specific requirements of theory to assure that academic research is "good" theory building. The primary purpose of this research paper is to logically develop a set of guidelines to assist empirical researchers to assure that their studies fulfill the requirements of good theory based upon traditional scientific theory building. By fulfilling the requirements of good theory, researchers will develop studies that will have a lasting impact on their academic field. To achieve a lasting impact on an academic field, it is necessary to follow a logical plan. This article provides a plan for logical guidelines for developing an understanding of how and why "good" theory building is achieved. This article logically develops a formal conceptual definition of theory along with its related properties to understand these guidelines. Next, it analyzes the requirements of theory, "good" theory, and their properties. These guidelines are included in the existing philosophy of science publications. However, this article consolidates these sources and logically explains why these guidelines are needed. In the conclusion, the guidelines are summarized to serve as a summary checklist for supply chain researchers to use for ensuring their articles will be recognized as a contribution to the academic field. So in that sense, this article does not develop a revolutionary new insight into theory-building empirical articles, but rather integrates diverse traditional philosophy of science requirements into a much simpler set of guidelines. Through logical development of these guidelines, researchers will understand the structure of theory and how to ensure their studies can be modified to have a lasting impact on the field of supply chain management. [source] Java-powered virtual laboratories for earthquake engineering educationCOMPUTER APPLICATIONS IN ENGINEERING EDUCATION, Issue 3 2005Y. Gao Abstract This paper presents a series of Java-Powered Virtual Laboratories (VLs), which have been developed to provide a means for on-line interactive experiments for undergraduate and graduate education. These VLs intend to provide a conceptual understanding of a wide range of topics related to earthquake engineering, including structural control using the tuned mass damper (TMD) and the hybrid mass damper (HMD), linear and nonlinear base isolation system, and nonlinear structural dynamic analysis of multi-story buildings. A total of five VLs are currently available on-line at: http://cee.uiuc.edu/sstl/java and have been incorporated as a reference implementation of educational modules in the NEESgrid software (http://www.neesgrid.org/). © 2005 Wiley Periodicals, Inc. Comput Appl Eng Educ 13: 200,212, 2005; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20050 [source] Beyond Accountability and Average Mathematics Scores: Relating State Education Policy Attributes to Cognitive Achievement DomainsEDUCATIONAL MEASUREMENT: ISSUES AND PRACTICE, Issue 4 2005Laura M. Desimone We found moderate correlations among four policy attributes (consistency, specificity, authority, and power), which suggest that in many states, at least in design, standards-based reform is working as advocates imagined,aligned content standards and assessments established, backed up by detailed guidelines and frameworks, incentivized by rewards and sanctions, and supported with extra resources and programs for struggling students and their teachers. Our findings suggest that specificity and authority may be related to improvements in procedural knowledge, and no change in problem solving or conceptual understanding, while power (accountability) may be associated with a small decrease in all types of learning. We found that disadvantaged students showed gains in procedural knowledge and did not lose ground in either conceptual understanding or problem solving. Implications for developing an improved theory of policy effects on achievement are discussed. [source] The influence of context on students' approaches to learning: a case studyEUROPEAN JOURNAL OF DENTAL EDUCATION, Issue 4 2005J. Kieser Abstract This paper gives an account of a small-scale longitudinal study that examined changes in conceptions and approaches to learning as 14 students experience a problem-based learning (PBL) curriculum for the first time. The course in oral biology aimed to encourage conceptual understanding of the topic and improve student learning through its PBL curriculum and assessment method. Those who entered the course with a surface approach and fragmented conception of learning left with a deep-learning approach, cohesive conception and quality learning outcomes. There were no observable changes in the students who started the course with a deep-learning approach and cohesive conception, except for two who reported surface approaches and fragmented conceptions at the end. These two students also achieved the lowest examination scores. To help explain these findings we examine the wider context for student learning including student motivation. [source] Modeling the Usefulness of Spatial Correlation Analysis on Karst SystemsGROUND WATER, Issue 3 2009Trevor J. Budge Cross-correlation analyses on field data collected in karst aquifer systems can be used to develop a conceptual understanding of the aquifer. This includes the use of many data sets from the same aquifer to develop an understanding of how properties vary spatially. We focus on a method for characterizing the distribution of recharge, which is becoming increasingly important in regions where urban development encroaches on these important sources of water. Spatially varying precipitation data and cross-correlation analysis provide a means of spatially characterizing recharge locations on a karst aquifer. Our work expands on the numerical experiments conducted by Padilla and Pulido-Bosch (1995) using the numerical ground water model MODFLOW to introduce spatially varying parameters. The numerical experiments include conduit-controlled, matrix-controlled, and mixed karst systems with more than one precipitation time series input. The results show that spatially varying parameters can be inferred based on the cross-correlation of precipitation data and spring discharge. Simulations were completed using aquifer parameters derived from studies of the Barton Springs segment of the Edwards Aquifer. The simulations indicate that spatial variability within an aquifer can be inferred using cross-correlation analysis. A field study using these methods is summarized for Barton Springs near Austin, Texas. [source] Using Qualitative Research Methods to Ascertain Elementary Students' Understandings of Food SafetyJOURNAL OF FOOD SCIENCE EDUCATION, Issue 2 2003C.J. Trexler ABSTRACT: Researchers and educators call for educational programs that teach youth about food safety. In this study, researchers used qualitative research methods (interviews and concept mapping) to ascertain elementary students' understandings of food spoilage and preservation benchmarks based on national science education standards. Constructivist learning theory and its attendant qualitative methods framed the study. Few students understood the causes of spoilage and most were unable to discuss the role of bacteria or germs in meat. Students with an understanding of microorganisms clearly explained methods of preventing spoilage, while students who did not understand the microorganism concept could not. Constructivist research methods were fruitful in unearthing students' conceptions related to food spoilage. This research has implications for university food science faculty members interested in strengthening their teaching practice by focusing on helping students develop conceptual understanding. [source] The impact of a classroom intervention on grade 10 students' argumentation skills, informal reasoning, and conceptual understanding of scienceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2010Grady J. Venville Abstract The literature provides confounding information with regard to questions about whether students in high school can engage in meaningful argumentation about socio-scientific issues and whether this process improves their conceptual understanding of science. The purpose of this research was to explore the impact of classroom-based argumentation on high school students' argumentation skills, informal reasoning, and conceptual understanding of genetics. The research was conducted as a case study in one school with an embedded quasi-experimental design with two Grade 10 classes (n,=,46) forming the argumentation group and two Grade 10 classes (n,=,46) forming the comparison group. The teacher of the argumentation group participated in professional learning and explicitly taught argumentation skills to the students in his classes during one, 50-minute lesson and involved them in whole-class argumentation about socio-scientific issues in a further two lessons. Data were generated through a detailed, written pre- and post-instruction student survey. The findings showed that the argumentation group, but not the comparison group, improved significantly in the complexity and quality of their arguments and gave more explanations showing rational informal reasoning. Both groups improved significantly in their genetics understanding, but the improvement of the argumentation group was significantly better than the comparison group. The importance of the findings are that after only a short intervention of three lessons, improvements in the structure and complexity of students' arguments, the degree of rational informal reasoning, and students' conceptual understanding of science can occur. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 952,977, 2010 [source] Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender studyJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2010Zahra Hazari Abstract This study explores how students' physics identities are shaped by their experiences in high school physics classes and by their career outcome expectations. The theoretical framework focuses on physics identity and includes the dimensions of student performance, competence, recognition by others, and interest. Drawing data from the Persistence Research in Science and Engineering (PRiSE) project, which surveyed college English students nationally about their backgrounds, high school science experiences, and science attitudes, the study uses multiple regression to examine the responses of 3,829 students from 34 randomly selected US colleges/universities. Confirming the salience of the identity dimension for young persons' occupational plans, the measure for students' physics identity used in this study was found to strongly predict their intended choice of a physics career. Physics identity, in turn, was found to correlate positively with a desire for an intrinsically fulfilling career and negatively with a desire for personal/family time and opportunities to work with others. Physics identity was also positively predicted by several high school physics characteristics/experiences such as a focus on conceptual understanding, real-world/contextual connections, students answering questions or making comments, students teaching classmates, and having an encouraging teacher. Even though equally beneficial for both genders, females reported experiencing a conceptual focus and real-world/contextual connections less frequently. The explicit discussion of under-representation of women in science was positively related to physics identity for female students but had no impact for male students. Surprisingly, several experiences that were hypothesized to be important for females' physics identity were found to be non-significant including having female scientist guest speakers, discussion of women scientists' work, and the frequency of group work. This study exemplifies a useful theoretical framework based on identity, which can be employed to further examine persistence in science, and illustrates possible avenues for change in high school physics teaching. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 978,1003, 2010 [source] Effects of experimenting with physical and virtual manipulatives on students' conceptual understanding in heat and temperatureJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2008Zacharias C. Zacharia Abstract This study aimed to investigate the comparative value of experimenting with physical manipulatives (PM) in a sequential combination with virtual manipulatives (VM), with the use of PM preceding the use of VM, and of experimenting with PM alone, with respect to changes in students' conceptual understanding in the domain of heat and temperature. A pre,post-comparison study design was used which involved 62 undergraduate students that attended an introductory course in physics. The participants were randomly assigned to one experimental and one control group. Both groups used the same inquiry-oriented curriculum materials. Participants in the control group used PM to conduct the experiments, whereas, participants in the experimental group used first PM and then VM. VM differed from PM in that it could provide the possibility of faster manipulation, whereas, it retained any other features and interactions of the study's subject domain identical to the PM condition. Conceptual tests were administered to assess students' understanding before, during, and after the study's treatments. Results indicated that experimenting with the combination of PM and VM enhanced students' conceptual understanding more than experimenting with PM alone. The use of VM was identified as the cause of this differentiation. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1021,1035, 2008 [source] An investigation of experienced secondary science teachers' beliefs about inquiry: An examination of competing belief setsJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2004Carolyn S. Wallace The purpose of this study was to investigate the beliefs of six experienced high school science teachers about (1) what is successful science learning; (2) what are the purposes of laboratory in science teaching; and (3) how inquiry is implemented in the classroom. An interpretive multiple case study with an ethnographic orientation was used. The teachers' beliefs about successful science learning were substantively linked to their beliefs about laboratory and inquiry implementation. For example, two teachers who believed that successful science learning was deep conceptual understanding, used verification labs primarily to illustrate these concepts and used inquiry as a type of isolated problem-solving experience. Another teacher who believed that successful science learning was enculturation into scientific practices used inquiry-based labs extensively to teach the practices of science. Tension in competing beliefs sets and implications for reform are discussed. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 936-960, 2004. [source] Informal reasoning regarding socioscientific issues: A critical review of researchJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 5 2004Troy D. Sadler Socioscientific issues encompass social dilemmas with conceptual or technological links to science. The process of resolving these issues is best characterized by informal reasoning which describes the generation and evaluation of positions in response to complex situations. This article presents a critical review of research related to informal reasoning regarding socioscientific issues. The findings reviewed address (a) socioscientific argumentation; (b) relationships between nature of science conceptualizations and socioscientific decision making; (c) the evaluation of information pertaining to socioscientific issues, including student ideas about what counts as evidence; and (d) the influence of an individual's conceptual understanding on his or her informal reasoning. This synthesis of the current state of socioscientific issue research provides a comprehensive framework from which future research can be motivated and decisions about the design and implementation of socioscientific curricula can be made. The implications for future research and classroom applications are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 513,536, 2004 [source] Preservice elementary teachers' conceptions of moon phases before and after instructionJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2002Kathy Cabe Trundle This study focused on the conceptual understandings held by 78 preservice elementary teachers about moon phases, before and after instruction. Participants in the physics groups received instruction on moon phases in an inquiry-based physics course; participants in the methods group received no instruction on moon phases. The instructive effect of two different types of preinstruction interviews also was compared. The instruction on moon phases used in the study is from Physics by Inquiry by Lillian McDermott. In the study, the method of inquiry followed a qualitative design, involving classroom observations, document analysis, and structured interviews. Inductive data analysis identified patterns and themes in the participants' conceptual understanding. Results indicate that without the instruction, most preservice teachers were likely to hold alternative conceptions on the cause of moon phases. Participants who had the instruction were much more likely to hold a scientific understanding after instruction. The instruction appears to be more effective in promoting a scientific understanding of moon phases than instruction previously reported in the literature. It also appears that using a three-dimensional model or making two-dimensional drawings during the preinstruction interviews does not have instructive value. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 633,658, 2002 [source] Rationalist and Constructivist Perspectives on ReputationPOLITICAL STUDIES, Issue 1 2007J. C. Sharman This article argues for a new and broader understanding of reputation as a generally shared belief concerning a referent's character or nature, based on a range of information, associations and social cues. This is in place of the conventional rationalist definition of this concept as the degree to which an actor reliably upholds its commitments, based on a record of past behaviour. A brief literature review shows that this concept is crucial in underpinning a wide range of work in political science and economics premised on strategic interaction. The difference between a rationalist and constructivist understanding of reputation hinges on three points. Firstly, reputation is argued to be a relational concept rather than a property concept. Secondly, reputation is a social fact with an emergent, intersubjective quality, not just a collection of individual beliefs. Thirdly, rather than being an inductively derived objective record of past behaviour, reputation is based on associations, feelings and social cues. The last section of the article applies this broader conceptual understanding to two empirical examples: the importance of international organisations' reputation for their influence over policy-makers, and the way in which small states are classified as tax havens by a reputation test. [source] Testing the relationship between self-agency and enactment of health behaviorsRESEARCH IN NURSING & HEALTH, Issue 1 2003Janiece DeSocio Abstract A theoretical review provides a rationale for examining self-agency as a developmental foundation underlying processes of self-regulated change and a potential moderator of intervention effectiveness among participants in a nurse home-visitation program. Self-agency is defined as the conceptual understanding of self as an agent capable of shaping motives, behavior, and future possibilities (Damon & Hart, 1991). Availability of a sample of 186 mothers who received nurse home visitation provided an opportunity to test the relationship between participant self-agency and enactment of targeted health behaviors. Self-agency items from the Pearlin Mastery Scale (1978) were used to differentiate mothers who endorsed self-agency from those who did not. Consistent with the theoretical premise, mothers who endorsed self-agency at an established threshold were significantly more likely to enact health behaviors promoted during nurse visitation. Results provide support for the relationship between the development of self-agency and enactment of health behaviors targeted by a nurse home-visitation program. © 2003 Wiley Periodicals, Inc. Res Nurs Health 26:20,29, 2003 [source] LOGICAL KNOWLEDGE AND GETTIER CASESTHE PHILOSOPHICAL QUARTERLY, Issue 234 2009Corine Besson Knowledge of the basic rules of logic is often thought to be distinctive, for it seems to be a case of non-inferential a priori knowledge. Many philosophers take its source to be different from those of other types of knowledge, such as knowledge of empirical facts. The most prominent account of knowledge of the basic rules of logic takes this source to be the understanding of logical expressions or concepts. On this account, what explains why such knowledge is distinctive is that it is grounded in semantic or conceptual understanding. However, I show that this cannot be the correct account of knowledge of the basic rules of logic, because it is open to Gettier-style counter-examples. [source] The Effectiveness of Internal Auditing: An Empirical Examination of its Determinants in Israeli OrganisationsAUSTRALIAN ACCOUNTING REVIEW, Issue 3 2010Aaron Cohen Internal auditing (IA) has become an indispensable control mechanism in both public and private organisations. Yet very few academic studies have been conducted on the effectiveness of IA. The current exploratory study aims to build a conceptual understanding of the effectiveness of IA in organisations. Towards this end it develops a scale to measure the effectiveness of IA and a model of its determinants. One hundred and eight Israeli organisations that employ IA participated in the study (a 37% response rate). Data on the effectiveness of IA were collected from the organisations' general managers and data on the determinants from their internal auditors. The findings reveal good psychometric properties for the scale developed in this study. The correlation and regression analyses show support from top management to be the main determinant of IA effectiveness, with some effect also found for the organisational independence of IA. The effect of the predictors was consistent between the public and private sectors. The research model explained a large amount of variance of IA effectiveness. The findings are discussed in terms of how they can help guide and encourage the continuation of research on this issue. [source] The use of a computer simulation to promote scientific conceptions of moon phasesJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2008Randy L. Bell Abstract This study described the conceptual understandings of 50 early childhood (Pre-K-3) preservice teachers about standards-based lunar concepts before and after inquiry-based instruction utilizing educational technology. The instructional intervention integrated the planetarium software Starry Night BackyardŌ with instruction on moon phases from Physics by Inquiry by McDermott (1996). Data sources included drawings, interviews, and a lunar shapes card sort. Videotapes of participants' interviews were used along with the drawings and card sorting responses during data analysis. The various data were analyzed via a constant comparative method in order to produce profiles of each participant's pre- and postinstruction conceptual understandings of moon phases. Results indicated that before instruction none of the participants understood the cause of moon phases, and none were able to draw both scientific moon shapes and sequences. After the instruction with technology integration, most participants (82%) held a scientific understanding of the cause of moon phases and were able to draw scientific shapes and sequences (80%). The results of this study demonstrate that a well-designed computer simulation used within a conceptual change model of instruction can be very effective in promoting scientific understandings. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 346,372, 2008 [source] Learning from inquiry-based laboratories in nonmajor biology: An interpretive study of the relationships among inquiry experience, epistemologies, and conceptual growthJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2003Carolyn S. Wallace The use of inquiry-based laboratory in college science classes is on the rise. This study investigated how five nonmajor biology students learned from an inquiry-based laboratory experience. Using interpretive data analysis, the five students' conceptual ecologies, learning beliefs, and science epistemologies were explored. Findings indicated that students with constructivist learning beliefs tended to add more meaningful conceptual understandings during inquiry labs than students with positivist learning beliefs. All students improved their understanding of experiment in biology. Implications for the teaching of biology labs are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 986,1024, 2003 [source] Preservice elementary teachers' conceptions of moon phases before and after instructionJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 7 2002Kathy Cabe Trundle This study focused on the conceptual understandings held by 78 preservice elementary teachers about moon phases, before and after instruction. Participants in the physics groups received instruction on moon phases in an inquiry-based physics course; participants in the methods group received no instruction on moon phases. The instructive effect of two different types of preinstruction interviews also was compared. The instruction on moon phases used in the study is from Physics by Inquiry by Lillian McDermott. In the study, the method of inquiry followed a qualitative design, involving classroom observations, document analysis, and structured interviews. Inductive data analysis identified patterns and themes in the participants' conceptual understanding. Results indicate that without the instruction, most preservice teachers were likely to hold alternative conceptions on the cause of moon phases. Participants who had the instruction were much more likely to hold a scientific understanding after instruction. The instruction appears to be more effective in promoting a scientific understanding of moon phases than instruction previously reported in the literature. It also appears that using a three-dimensional model or making two-dimensional drawings during the preinstruction interviews does not have instructive value. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 633,658, 2002 [source] "Too many theories and not enough instruction": perceptions of preservice teacher preparation for literacy teaching in Australian schoolsLITERACY, Issue 2 2006William Louden Abstract In this paper, we describe part of an Australian national research project that aimed to find out how well prepared beginning teachers are to teach literacy. A majority of beginning teachers participating in a series of national surveys and focus group meetings were confident about their personal literacy skills, their conceptual understandings of literacy, their understanding of curriculum documents and assessment strategies and their broad preparation to teach. Fewer beginning teachers were confident about their capacity to teach specific aspects of literacy such as viewing, spelling, grammar and phonics, or about their capacity to meet the challenges of student diversity. Senior staff working with beginning teachers were generally sceptical about the quality of teacher preparation for teaching literacy and were less confident than the beginning teachers about personal literacy skills. We discuss these findings in relation to the relative importance placed on particular substantive and structural issues by the study participants and in terms of previous findings. [source] | ||||||||||||||||||||||