Rather than post all articles individually, here are a batch of linked articles on resubsumption and conceptual change, published in the Educational Psychologist.
Educational Psychologist, Volume 44 Issue 1 2009
Resubsumption: A Possible Mechanism for Conceptual Change and Belief Revision
Stellan Ohlsson
Rethinking the Role of Resubsumption in Conceptual Change
Andrew Shtulman
Conceptual Change—Multiple Routes, Multiple Mechanisms: A Commentary on Ohlsson (2009)
Clark A. Chinn; Ala Samarapungavan
Contrasting Ohlsson's Resubsumption Theory With Chi's Categorical Shift Theory
Michelene T. H. Chi; Sarah K. Brem
Meaning Change, Multiple Routes, and the Role of Differentiation in Conceptual Change: Alternatives to Resubsumption?
Stellan Ohlsson
Showing posts with label conceptual change. Show all posts
Showing posts with label conceptual change. Show all posts
2009-04-19
Eshach - IJSE 2009
An Analysis of Conceptual Flow Patterns and Structures in the Physics Classroom
International Journal of Science Education
Haim Eshach
The aim of the current research is to characterize the conceptual flow processes occurring in whole-class dialogic discussions with a high level of interanimation; in the present case, of a high-school class learning about image creation on plane mirrors. Using detailed chains of interaction and conceptual flow discourse maps—both developed for the purpose of this research—the classroom discourse, audio-taped and transcribed verbatim, was analyzed and three discussion structures were revealed: accumulation around budding foci concepts, zigzag between foci concepts, and concept tower. These structures as well as two additional factors, suggest the Two-Space Model of the whole class discussion proposed in the present article. The two additional factors are: (1) the teacher intervention; and (2) the conceptual barriers observed among the students, namely, materialistic thinking, and the tendency to attribute “unique characteristics” to optical devices. This model might help teachers to prepare and conduct efficient whole-class discussions which accord with the social constructivist perspective of learning.
International Journal of Science Education
Haim Eshach
The aim of the current research is to characterize the conceptual flow processes occurring in whole-class dialogic discussions with a high level of interanimation; in the present case, of a high-school class learning about image creation on plane mirrors. Using detailed chains of interaction and conceptual flow discourse maps—both developed for the purpose of this research—the classroom discourse, audio-taped and transcribed verbatim, was analyzed and three discussion structures were revealed: accumulation around budding foci concepts, zigzag between foci concepts, and concept tower. These structures as well as two additional factors, suggest the Two-Space Model of the whole class discussion proposed in the present article. The two additional factors are: (1) the teacher intervention; and (2) the conceptual barriers observed among the students, namely, materialistic thinking, and the tendency to attribute “unique characteristics” to optical devices. This model might help teachers to prepare and conduct efficient whole-class discussions which accord with the social constructivist perspective of learning.
2008-09-12
Mason Gava Boldrin - J Educational Psychology 2008
On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest.
Journal of Educational Psychology. 2008 May Vol 100(2) 291-309
Mason, Lucia; Gava, Monica; Boldrin, Angela
The aim of this study was to go further than considering only cognitive factors to extend the understanding of the complex, dynamic underlying knowledge revision processes. Fifth graders were assigned to 2 reading conditions. Participants in 1 condition read a refutational text about light, whereas participants in the other read a traditional text. Within each reading condition, students had more or less advanced beliefs about scientific knowledge (complex and evolving vs. simple and certain), as well as high or low topic interest. Overall findings from pretest to immediate and delayed posttests showed that knowledge revision was affected by several interactions among the variables examined. Students who attained the highest scores at both the immediate and delayed posttests were those who had read the refutational text and had high topic interest, as well as more advanced beliefs about scientific knowledge. In particular, the refutational text was more powerful in prompting a restructuring of alternative conceptions about 2 of the 3 light phenomena examined. In addition, students preferred the innovative text to the traditional textbook text.
Journal of Educational Psychology. 2008 May Vol 100(2) 291-309
Mason, Lucia; Gava, Monica; Boldrin, Angela
The aim of this study was to go further than considering only cognitive factors to extend the understanding of the complex, dynamic underlying knowledge revision processes. Fifth graders were assigned to 2 reading conditions. Participants in 1 condition read a refutational text about light, whereas participants in the other read a traditional text. Within each reading condition, students had more or less advanced beliefs about scientific knowledge (complex and evolving vs. simple and certain), as well as high or low topic interest. Overall findings from pretest to immediate and delayed posttests showed that knowledge revision was affected by several interactions among the variables examined. Students who attained the highest scores at both the immediate and delayed posttests were those who had read the refutational text and had high topic interest, as well as more advanced beliefs about scientific knowledge. In particular, the refutational text was more powerful in prompting a restructuring of alternative conceptions about 2 of the 3 light phenomena examined. In addition, students preferred the innovative text to the traditional textbook text.
2008-03-05
Bell Trundle - JRST 2008
The use of a computer simulation to promote scientific conceptions of moon phases
J Res Sci Teach 45: 346-372, 2008
Randy L. Bell, Kathy Cabe Trundle
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 BackyardTM 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.
J Res Sci Teach 45: 346-372, 2008
Randy L. Bell, Kathy Cabe Trundle
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 BackyardTM 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.
2008-02-12
Arzi White - Science Education 2008
Change in teachers' knowledge of subject matter: A 17-year longitudinal study
Sci Ed 92:221-251, 2008
Hanna J. Arzi, Richard T. White
email:arzi_hj@netvision.net.il
This longitudinal study explored change in teachers' knowledge of subjects they teach from preservice training through 17 years of professional experience. It followed secondary school science teachers in Australia, through sequences of individual interviews in which change in content knowledge (mainly energy-related) was probed primarily via concept profiles - a word-association method. Change was found to be multifaceted, with details of unused content fading from memory, alongside growth that results from improved understanding and reorganization of structure more than from accretion of new material. Across personal and professional life tracks that produce variation between individuals, development is facilitated by critical mass of teachers' knowledge and interest in their chosen disciplines of study and certification, whereas deficiencies tend to persist in the other subjects they are asked to teach. The required curriculum is the single most powerful determinant of teacher knowledge, serving as both its organizer and source. Based on the study, a three-phase model of teacher content-knowledge development is proposed, and the discussion highlights the need for career-long support for growth, even in teachers' major subjects where expertise is taken for granted. © 2007 Wiley Periodicals, Inc.
DOI: 10.1002/sce.20239
Sci Ed 92:221-251, 2008
Hanna J. Arzi, Richard T. White
email:arzi_hj@netvision.net.il
This longitudinal study explored change in teachers' knowledge of subjects they teach from preservice training through 17 years of professional experience. It followed secondary school science teachers in Australia, through sequences of individual interviews in which change in content knowledge (mainly energy-related) was probed primarily via concept profiles - a word-association method. Change was found to be multifaceted, with details of unused content fading from memory, alongside growth that results from improved understanding and reorganization of structure more than from accretion of new material. Across personal and professional life tracks that produce variation between individuals, development is facilitated by critical mass of teachers' knowledge and interest in their chosen disciplines of study and certification, whereas deficiencies tend to persist in the other subjects they are asked to teach. The required curriculum is the single most powerful determinant of teacher knowledge, serving as both its organizer and source. Based on the study, a three-phase model of teacher content-knowledge development is proposed, and the discussion highlights the need for career-long support for growth, even in teachers' major subjects where expertise is taken for granted. © 2007 Wiley Periodicals, Inc.
DOI: 10.1002/sce.20239
2008-01-06
Muller Sharma Reimann - Sci. Ed. 2008
Raising cognitive load with linear multimedia to promote conceptual change
Science Education 1-19, 2008
Derek A. Muller 1 *, Manjula D. Sharma 1, Peter Reimann 2
1 School of Physics, University of Sydney, Camperdown, NSW 2006, Australia
2 Faculty of Education and Social Work, University of Sydney, Camperdown, NSW 2006, Australia
email: Derek A. Muller (muller@physics.usyd.edu.au)
*Correspondence to Derek A. Muller, School of Physics, University of Sydney, Camperdown, NSW 2006, Australia
Two disparate research programs have addressed the challenge of instructional multimedia design. One, based on cognitive load theory, has focused on ways of reducing unnecessary cognitive load during instruction to free up resources for learning. The other, based on constructivism, has centered on interactive multimedia, allowing students to build their own knowledge. Attempting to build on both bodies of literature, in this study, we investigated techniques that can raise the useful cognitive load engendered with linear multimedia. Participating online from home, students were pre- and posttested around a short multimedia intervention that explained Newton's first and second laws. In Experiment 1, students who watched a video dialogue involving alternative conceptions reported investing greater mental effort and achieved higher posttest scores than students who received a standard lecture-style presentation. In Experiment 2, two additional multimedia treatments were evaluated to assess the role of instructional time and the method of addressing alternative conceptions. In all, 272 students participated in the experiments. Interviews suggest that students adopted a more active approach to understanding the material if alternative conceptions were raised. In addition, students who watched the dialogue judged themselves to be similar to the student in the multimedia. © 2008 Wiley Periodicals, Inc.
Received: 23 May 2007; Revised: 14 September 2007; Accepted: 15 September 2007
DOI: 10.1002/sce.20244
Science Education 1-19, 2008
Derek A. Muller 1 *, Manjula D. Sharma 1, Peter Reimann 2
1 School of Physics, University of Sydney, Camperdown, NSW 2006, Australia
2 Faculty of Education and Social Work, University of Sydney, Camperdown, NSW 2006, Australia
email: Derek A. Muller (muller@physics.usyd.edu.au)
*Correspondence to Derek A. Muller, School of Physics, University of Sydney, Camperdown, NSW 2006, Australia
Two disparate research programs have addressed the challenge of instructional multimedia design. One, based on cognitive load theory, has focused on ways of reducing unnecessary cognitive load during instruction to free up resources for learning. The other, based on constructivism, has centered on interactive multimedia, allowing students to build their own knowledge. Attempting to build on both bodies of literature, in this study, we investigated techniques that can raise the useful cognitive load engendered with linear multimedia. Participating online from home, students were pre- and posttested around a short multimedia intervention that explained Newton's first and second laws. In Experiment 1, students who watched a video dialogue involving alternative conceptions reported investing greater mental effort and achieved higher posttest scores than students who received a standard lecture-style presentation. In Experiment 2, two additional multimedia treatments were evaluated to assess the role of instructional time and the method of addressing alternative conceptions. In all, 272 students participated in the experiments. Interviews suggest that students adopted a more active approach to understanding the material if alternative conceptions were raised. In addition, students who watched the dialogue judged themselves to be similar to the student in the multimedia. © 2008 Wiley Periodicals, Inc.
Received: 23 May 2007; Revised: 14 September 2007; Accepted: 15 September 2007
DOI: 10.1002/sce.20244
SmithC - C&I 2007
Bootstrapping Processes in the Development of Students' Commonsense Matter Theories: Using Analogical Mappings, Thought Experiments, and Learning to Measure to Promote Conceptual Restructuring
Cognition and Instruction
2007, Vol. 25, No. 4, Pages 337-398
Carol L. Smith
University of Massachusetts at Boston
This study explores whether the development of students' understanding of matter as something that occupies space and has weight involves conceptual change and restructuring rather than only simple belief revision. Based on an analysis of how the concepts in students' initial matter theory (henceforth MT1) may differ from the concepts in the matter theory that is a target of middle school instruction (MT2), I propose ways that concepts in a given theory cohere with each other and identify the sources of the new ideas in MT2 and the learning processes by which those new ideas can be acquired. I test implications of these analyses by designing a curriculum unit that exploits these learning mechanisms, by using the curriculum with 4 classes of eighth-grade Earth Science students, and by assessing 42 students' thinking about matter, object size, and weight (via individual interviews and written tests) before and after the teaching unit. Consistent with the hypothesis of conceptual restructuring, the data not only show coherencies in students' thinking about matter, size, and weight before and after teaching, but also coordinated patterns of change. The implications for the design of science instruction are discussed.
doi:10.1080/07370000701632363
Cognition and Instruction
2007, Vol. 25, No. 4, Pages 337-398
Carol L. Smith
University of Massachusetts at Boston
This study explores whether the development of students' understanding of matter as something that occupies space and has weight involves conceptual change and restructuring rather than only simple belief revision. Based on an analysis of how the concepts in students' initial matter theory (henceforth MT1) may differ from the concepts in the matter theory that is a target of middle school instruction (MT2), I propose ways that concepts in a given theory cohere with each other and identify the sources of the new ideas in MT2 and the learning processes by which those new ideas can be acquired. I test implications of these analyses by designing a curriculum unit that exploits these learning mechanisms, by using the curriculum with 4 classes of eighth-grade Earth Science students, and by assessing 42 students' thinking about matter, object size, and weight (via individual interviews and written tests) before and after the teaching unit. Consistent with the hypothesis of conceptual restructuring, the data not only show coherencies in students' thinking about matter, size, and weight before and after teaching, but also coordinated patterns of change. The implications for the design of science instruction are discussed.
doi:10.1080/07370000701632363
2007-10-30
Afra Osta Zoubeir - IJSME 2007
Students’ Alternative Conceptions about Electricity and Effect of Inquiry-Based Teaching Strategies
online first publication
International Journal of Science and Mathematics Education
Nada Chatila Afra, Iman Osta and Wassim Zoubeir
Received: 16 August 2006 Accepted: 13 August 2007 Published online: 5 October 2007
Abstract This study attempted to investigate the alternative conceptions that a group of 12 Lebanese students in a grade 9 class hold about electricity. It also attempted to evaluate learning outcomes of implementing in that class an inquiry-based module for the acquisition of conceptual understanding of basic concepts in electricity. Fourteen mostly subjective tests were administered throughout the implementation phase of the inquiry-based module to assess the evolution of participants’ conceptions. The instrument DIRECT (Version 1.0) focusing on conceptual understanding was used as a post-instructional test to measure acquisition of understanding. The findings revealed that most of the alternative conceptions reported in literature were found amongst the participants. Results of the post-testing showed that the implemented inquiry-based approach was successful in enhancing participants’ conceptual understanding of the targeted DC circuit concepts.
Key words alternative conceptions - conceptual change - electricity - inquiry - physics teaching and learning
online first publication
International Journal of Science and Mathematics Education
Nada Chatila Afra, Iman Osta and Wassim Zoubeir
Received: 16 August 2006 Accepted: 13 August 2007 Published online: 5 October 2007
Abstract This study attempted to investigate the alternative conceptions that a group of 12 Lebanese students in a grade 9 class hold about electricity. It also attempted to evaluate learning outcomes of implementing in that class an inquiry-based module for the acquisition of conceptual understanding of basic concepts in electricity. Fourteen mostly subjective tests were administered throughout the implementation phase of the inquiry-based module to assess the evolution of participants’ conceptions. The instrument DIRECT (Version 1.0) focusing on conceptual understanding was used as a post-instructional test to measure acquisition of understanding. The findings revealed that most of the alternative conceptions reported in literature were found amongst the participants. Results of the post-testing showed that the implemented inquiry-based approach was successful in enhancing participants’ conceptual understanding of the targeted DC circuit concepts.
Key words alternative conceptions - conceptual change - electricity - inquiry - physics teaching and learning
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