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1
Rezaei, Alireza, and Larry Katz. "A Cognitive Model for Conceptual Change in Science Instruction with a Focus on Educational Software Development." Journal of Educational Computing Research 19, no. 2 (September 1998): 155–74. http://dx.doi.org/10.2190/6yuf-wnyu-7gx0-02a7.
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In this article the authors introduce the Inventive Model as a theoretical base for science instruction and for software development in science education. The Inventive Model is a constructivistic approach to conceptual change. This model is presented as a response to the urgent need for a theoretical framework for software development in the area of conceptual understanding in science and mathematics. The model is based on the theoretical works of the pioneers in the field as well as the recent innovative/effective practices in science instruction. Some components of the model have been tested successfully in the past. However, the effectiveness of the whole model needs to be tested. Natural language understanding is a major limitation of computer-based instruction [1]. However, in this article it is shown how simple diagnostic tests, students' log files, and other advantages of computer assisted instruction (CAI) may compensate this limitation. In ongoing research the authors are developing an instructional multimedia program for conceptual change in physics based on the model. The multimedia program can be used individually, in small groups, or by the whole class under the teacher's guidance. Qualitative and quantitative comparisons between the individualized version of the multimedia program and the traditional physics instruction are the main goals of the ongoing research.
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Syuhendri, Syuhendri. "A LEARNING PROCESS BASED ON CONCEPTUAL CHANGE APPROACH TO FOSTER CONCEPTUAL CHANGE IN NEWTONIAN MECHANICS." Journal of Baltic Science Education 16, no. 2 (April 25, 2017): 228–40. http://dx.doi.org/10.33225/jbse/17.16.228.
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The purpose of this research was to investigate the effectiveness of conceptual change learning approach based on conceptual change model over traditional instruction on the improvement of physics education undergraduate students’ conceptual understanding in Newtonian mechanics. A quasi experimental research method with pre-test and post-test control group design was employed. The sample chosen based on purposive technique sampling comprising of 73 students was in two groups selected randomly each as experimental and control group. Predict-Observe-Explain-Apply (POEA) and using Conceptual Change Texts (CCT) strategies were implemented in the experimental group. The Force Concept Inventory (FCI) in Indonesian was used to collect data before and after treatments. The results show that the conceptual understandings of students who were taught using strategies under conceptual change approach was significantly better than those of the traditional approach. The research confirmed that only learning based on conceptual change model could improve learners’ Newtonian mechanics conceptual understanding. Key words: conceptual change approach, conceptual change texts, predict-observe-explain-apply, Newtonian mechanics.
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김미영 and KIM HEUI BAIK. "A Multidimensional Analysis of Conceptual Change for Blood Circulation in Model-based Instruction." BIOLOGY EDUCATION 35, no. 3 (September 2007): 407–24. http://dx.doi.org/10.15717/bioedu.2007.35.3.407.
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Mota, Ana Rita Lopes, and João Lopes dos Santos. "Investigating students' conceptual change about colour in an innovative research-based teaching sequence." Investigações em Ensino de Ciências 23, no. 1 (April 30, 2018): 95. http://dx.doi.org/10.22600/1518-8795.ienci2018v23n1p95.
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This paper is the second part of a multiphase study investigating the impact of a mathematical model, the Addition Table of Colours (ATC), in the learning of colour phenomena. The ATC instruction was undertaken in several 8th grade classes in three different Portuguese schools (250 students) and included collaborative activities through Lab stations model. In the control group (204 students), the colour phenomena were taught in the traditional way, with the goals set by the teachers, without any intervention of the project. The two groups of students were compared in terms of content knowledge acquired in the learning of this subject through comparison and analysis of their pre and post-tests. Quantitative analyses of the pre/post-tests revealed five variants of students’ representations about this phenomenon. We found that the ATC model, inserted in an interactive and carefully designed teaching environment, is more effective in promoting conceptual change and scientific understandings of colour phenomena.
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D’Avanzo, Charlene. "Post–Vision and Change: Do We Know How to Change?" CBE—Life Sciences Education 12, no. 3 (September 2013): 373–82. http://dx.doi.org/10.1187/cbe.13-01-0010.
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The scale and importance of Vision and Change in Undergraduate Biology Education: A Call to Action challenges us to ask fundamental questions about widespread transformation of college biology instruction. I propose that we have clarified the “vision” but lack research-based models and evidence needed to guide the “change.” To support this claim, I focus on several key topics, including evidence about effective use of active-teaching pedagogy by typical faculty and whether certain programs improve students’ understanding of the Vision and Change core concepts. Program evaluation is especially problematic. While current education research and theory should inform evaluation, several prominent biology faculty–development programs continue to rely on self-reporting by faculty and students. Science, technology, engineering, and mathematics (STEM) faculty-development overviews can guide program design. Such studies highlight viewing faculty members as collaborators, embedding rewards faculty value, and characteristics of effective faculty-development learning communities. A recent National Research Council report on discipline-based STEM education research emphasizes the need for long-term faculty development and deep conceptual change in teaching and learning as the basis for genuine transformation of college instruction. Despite the progress evident in Vision and Change, forward momentum will likely be limited, because we lack evidence-based, reliable models for actually realizing the desired “change.”
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Gang, Chai, and Xiao Yu Huang. "A Conceptual Framework for Animation Design Based on E-Learning System." Advanced Materials Research 267 (June 2011): 510–15. http://dx.doi.org/10.4028/www.scientific.net/amr.267.510.
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A conceptual framework for the design of PILE for animation design is sketched out. PILE for animation design takes the concept of project as principal axis and focuses on interaction, collaboration, communication and critical thinking. Three main modules (VLMS, PCLP and PFS) of PILE run synergistically under the cooperation of six types of instruction technologies. The application of these elements makes the important aspect of PILE for animation design. In order to center on improving learning, the model of learning is changed from unilateral and close model to multilateral and open model. Accordingly, the framework of PILE for animation design provides a implementation of learning theories, including interactions, Hill's learning theory and projected-based learning model.
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Kelkay, Asrat Dagnew, and Aminat Endris. "Model-based instruction to improve the concept of students on human anatomy: Primary School, Ethiopia." International Journal of Learning and Teaching 12, no. 2 (April 30, 2020): 72–85. http://dx.doi.org/10.18844/ijlt.v12i2.4618.
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The purpose of this study was to improve the conceptual understanding of students using model-based teaching about the human skeletal system in grade seven. Quasi-experimental research was employed pre- and post-test, control and experimental group design. Out of four sections, two sections (n = 132) were selected using simple random sampling techniques. The data were gathered by tests, observation and informal assessment. The data obtained from tests were analysed quantitatively through mean, standard deviation, independent t-test and the observation and informal assessment data were analysed qualitatively. The pre-test results indicated that there was no significant mean difference and p>0.05 between the two groups. Similarly, the result of pre-informal assessment showed that students in both groups had common misconceptions about the topic. The post-test results revealed that model-based teaching approach exhibited significant changes compared to the traditional groups of students. From the results of this study, it is possible to conclude that the model-based teaching approach improves students’ conceptual understanding, participations and clear misconceptions compared to the students taught by traditional teaching approach. Based on the finding it was recommended that the model-based teaching approach should be encouraged for teaching and learning biology.
Keywords: Conceptual understanding, human anatomy, model-based instruction
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Schmidt, Diane, and Michael Savarese. "Confronting and Correcting Misconceptions in Paleontology Through Use of the Conceptual Change Model." Paleontological Society Special Publications 12 (2012): 155–68. http://dx.doi.org/10.1017/s2475262200009291.
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The Conceptual Change Model (CCM) is an instructional approach that helps students learn by deliberately targeting their misconceptions. The teaching of such paleontological topics as evolution, phylogenetics, and functional morphology—three concept-rich units that are components of any paleontology course—is confounded by ingrained misunderstandings. The inquiry-based CCM was developed to take into account current theories of brain function. It fully supports the National Research Council's standards for inquiry and follows their recommendations for teaching science. The CCM instructional process allows students to: identify their own preconceptions, recognize the wide variety of beliefs held by classmates, confront their misconceptions, revise and reconstruct their ideas, apply their knowledge, and, finally, ask new questions for further study and growth. Implementation of the model provides a socially safe and challenging environment that engages students in ways not possible in traditional lecture settings. The CCM is employed in the upper-division course in paleontology at Florida Gulf Coast University. The principles of the paleontology course supports our marine science, environmental studies, and biology undergraduate programs. At the introduction of each topical unit, a short inquiry-based exercise is implemented both to reveal preconceptions carried by the students and to demonstrate the inconsistencies and problems with those conceptions. This then provides an opportunity to cleanly present the correct rendition of the concept.
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Benjamin, LaToya, and Sunddip Panesar-Aguilar. "Implementation of Differentiated Instruction in Middle School Classrooms: A Qualitative Study." World Journal of Education 10, no. 1 (February 21, 2020): 81. http://dx.doi.org/10.5430/wje.v10n1p81.
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Despite research on the benefits of implementing Differentiated Instruction (DI) practices within an inclusive classroom, many teachers do not utilize the practice regularly. An instrumental case study that included teachers from 1 middle school in a rural school district in a southeastern state was used as the qualitative research design in this study. The purpose was to explore rural middle school teachers’ experiences and challenges with incorporating the components of DI to support special education students in inclusion classrooms. Tomlinson’s model of DI as it relates to teachers providing responsive instruction to meet the needs of each of their students regardless of their ability was used as the conceptual framework. A purposeful sample of 10 middle school teachers Grades 6–8 from various content areas in the school participated in interviews, observations, and submitted documents for review. Data were coded and thematic relationships and patterns related to the DI framework emerged. Themes included concerns regarding teachers’ lack of knowledge and professional development for fidelity of implementation of DI with special needs students, insufficient resources to support implementation of DI, and concerns with class size and accommodation of DI needs of all students within an inclusion-based classroom. Based on the results, the research may contribute to positive social change by helping middle school teachers use the components of DI in their inclusion-based classes and by providing instructional support to enhance learning and increase academic success for special education students.
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Hinton, Brian. "Constructivism Applied: An Example from the Teaching of Computing." Learning and Teaching in Higher Education: Gulf Perspectives 2, no. 2 (December 1, 2005): 21–26. http://dx.doi.org/10.18538/lthe.v2.n2.03.
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The state of science education is similar to that of other disciplines: research shows a clear need for new instructional strategies based on a constructivist model of learning emphasizing conceptual growth, conceptual change and the conditions that support conceptual change. Practice, however, remains anchored in behaviorist theory and rote methods of learning. “Serious constructivist approaches usually set out to reorganize traditional teaching by including changes of aims, setup of content structures, media, and teaching/learning strategies” (Treagust et al, 1996, p7). Maher and Alston (1990) discuss constructivist reform efforts and the implications for classroom teaching focusing on three issues that arise repeatedly: how to learn to listen to students’ thinking; how to organize classroom activities to support “listening and questioning”; and how to implement forms of assessment that document students’ questions. This paper describes some constructivist teaching methodology and practices, and highlights their effectiveness as an aid to teaching and understanding in the classroom.
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Hansen, Tess. "“This Is Where I Want To Be:” Pedagogical and Integrative Practices of African American Learning Communities and Their Impact on Students." Journal of Transformative Leadership & Policy Studies 3, no. 1 (May 1, 2010): 35–50. http://dx.doi.org/10.36851/jtlps.v3i1.461.
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This qualitative study explores pedagogical practices and student responses in three community college learning communities targeting African American students. Using classroom observations, instructor and student interviews, and student focus groups, the study examines how instructors teach in race-based programs and how students respond to these pedagogies. The study uses a conceptual model that integrates retention theory, critical race theory, and integration of instruction and student services theory. The study finds that culturally responsive pedagogical and classroom management techniques result in enhanced student perceptions of themselves as capable learners. Students also report developing a sense of African American identity through the experience of the curriculum and the racially homogeneous community of learners. This research has implications for policy and practice at community colleges by providing evidence that race-based programs are crucial for the academic and social integration of African American students into academia. The study also recommends that structural changes be made to community college practice, including integrating the role of student service professionals into curriculum design.
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Yoga, Putu, Kadek Yudik Aryawan, and Putu Adi Krisna Juniarta. "INTERACTIVE LEARNING MEDIA DEVELOPMENT WITH CONCEPTUAL CHANGE FOR BASIC NURSING LECTURE I IN STIKES MAJAPAHIT SINGARAJA." INDONESIAN NURSING JOURNAL OF EDUCATION AND CLINIC (INJEC) 1, no. 1 (March 13, 2018): 16. http://dx.doi.org/10.24990/injec.v1i1.47.
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Introduction: All this time conventional media in lecture proved less effective in improving learning outcomes Basic Nursing Science I. On the other hand, the presence of an innovative learning model of conceptual change-oriented and ICT are potentially improve learning outcomes IKD I. Development of interactive learning media-oriented conceptual change is predicted to have an impact on the achievement of learning outcomes IKD difference. This research aims to develop interactive learning media-laden conceptual change and test its effectiveness in scaling the learning outcomes of students STIKES Majapahit IKD Singaraja. Method: This was a development study (development research). The population in this study were all students of the first semester courses of S-1 Nursing, STIKES Majapahit Singaraja school year 2013/2014 (80 people) and a teacher of nursing staff (15 people). Sampling in each phase of the research done by simple random sampling technique, in order to obtain two lecturers (content and media experts), 3 students (individual test), 9 students (small group testing) and 30 students of the first semester (field test). The instrument used in this study is a questionnaire and achievement test I. Basic Nursing questionnaire used in the product development stage (testing expert, individual testing, small group testing), while the achievement test used during the field test. Criteria for success of media development is based on the evaluation of content expert, media experts, individual test, and test a small group. Also based on the analysis of the post-test scores of students, it can be seen the effective use of instructional media IKD I on student learning outcomes. Results: The results of the data analysis showed that the test class interactive learning media loaded developed conceptual change effective in optimizing learning outcomes IKD I (M = 80.08; SD = 5.93). Discussion: Through this research has successfully developed an interactive learning media charged to facilitate conceptual change classes first semester student IKD I STIKES Majapahit Singaraja. Besides, the validity of the analysis shows that interactive learning media charged velid developed conceptual change and unfit for use.Keywords: Conceptual change, interactive learning media charged conceptual change, and learning outcomes
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Saye, John W., Jada Kohlmeier, James B. Howell, Theresa M. McCormick, Robert C. Jones, and Thomas A. Brush. "Scaffolded lesson study." Social Studies Research and Practice 12, no. 1 (May 23, 2017): 95–112. http://dx.doi.org/10.1108/ssrp-03-2017-0008.
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Purpose The purpose of this paper is to investigate the effects of scaffolded lesson study on the content knowledge, conceptions of curriculum, and classroom practice of 22 elementary and secondary history teachers in four school districts. Design/methodology/approach Teachers, teacher educators, and historians collaborated to design and test research lessons grounded in a theory-based framework for problem-based historical inquiry (PBHI) practice. The authors sought to support consonance between the reform ideas of the formal, professional development, curriculum, and the curriculum as enacted in participants’ classrooms. Findings Project participation was associated with significant gains in content knowledge and the conceptualization and implementation of more challenging instruction consistent with the PBHI model and the standards of authentic intellectual work (AIW). Mean AIW instruction scores for research lessons were more than double the scores for participants’ non-lesson study lessons and indicated noteworthy progress in integrating the formal and enacted curricula. Evidence suggested that many teachers developed more nuanced understandings of historical phenomena, gained greater appreciation for the importance of authentic purpose in motivating student engagement in challenging learning, and began to reconsider what is required to facilitate complex learning and to refine their repertoire of learning strategies. Originality/value Evidence from the first year of this project offers hope for the potential of collaborative communities of practice to facilitate a shared professional knowledge base of wise practice that brings the formal, intended, and enacted curriculum into greater alignment. These results also emphasize the evolutionary process of conceptual change.
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Lestari, Ika, Arifin Maksum, and Cecep Kustandi. "Mobile Learning Design Models for State University of Jakarta, Indonesia." International Journal of Interactive Mobile Technologies (iJIM) 13, no. 09 (September 5, 2019): 152. http://dx.doi.org/10.3991/ijim.v13i09.10987.
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<p class="0abstract">In facing the industrial era 4.0, the instructional paradigm requires the involvement of technology in it. The use of technology in instructional is sometimes regarded as a medium or tool for delivering information through technology from lecturers to students without considering the learning process of students with technology that makes learning outcomes more meaningful. Meanwhile, instructional media such as mobile learning applications through Android is a type of mobile learning that can change the way students communicate and interact. The use of mobile learning applications through Android is adjusted to the characteristics of students and learning needs in the industrial era 4.0. This study resulted in an Android-based mobile learning application so that through product effectiveness, the concept of the conceptual model of mobile learning was obtained in the industrial era 4.0 for learning in college. The research method used is the development research of William W. Lee and Diana L. Owens. The results showed that the mobile learning application influenced student academic achievement so that the conceptual model of mobile learning was obtained in the industrial era 4.0 for learning in college. This study concludes that mobile learning applications encourage students in fun learning activities and place students as the main subject in learning, so learning becomes meaningful<span>.</span></p>
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Salamah, Ummi. "UPAYA MEMPERBAIKI MISKONSEPSI DAN HASIL BELAJAR SISWA KELAS XI-IPA1 SMAN 2 BAU-BAU MELALUI PENERAPAN MODEL PEMBELAJARAN ICI (INTERACTIVE CONCEPTUAL INSTRUCTION) BERBANTUAN LKS BERBASIS LINGKUNGAN." Indonesian Journal Of Educational Research and Review 3, no. 1 (April 25, 2020): 1. http://dx.doi.org/10.23887/ijerr.v3i1.24133.
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An understanding of nature and the environment is one of the initial capital to meet future life, which all depend on the findings and breakthroughs in science and technology. This study aims to improve the misconceptions and physics learning outcomes of class XI-IPA students through the application of an environment-based worksheet based ICI learning. This type of research is Classroom Action Research. Implementation study consisted of two cycles of cycle one and cycle 2 with stages in each cycle of planning, action, observation, evaluation, and reflection. The research subjects were students of class XI-IPA Senior High School of 2 Bau-Bau with a total of 35 students. Research instruments and data collection techniques consisted of misconception tests, learning outcomes tests, psychomotor observation sheets, and affective observation sheets—data analysis technique using descriptive analysis of quantitative and qualitative consisting of completeness in classical analysis. The study showed that an increase in the learning outcomes of cycle one and cycle 2 in terms of cognitive, affective, and psychomotor. While on a review of misconceptions changes from cycle 1 to cycle 2. So it can be said that ICI model can reduce student misconceptions and can improve student learning outcomes.
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Kurup, Premnadh M., Ralph Levinson, and Xia Li. "Informed-Decision Regarding Global Warming and Climate Change Among High School Students in the United Kingdom." Canadian Journal of Science, Mathematics and Technology Education 21, no. 1 (February 10, 2021): 166–85. http://dx.doi.org/10.1007/s42330-020-00123-5.
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AbstractGlobal warming and climate change are serious issues facing humanity at present and education needs to focus on including informed-decision in classroom practices. The conceptual framework used in this study has provided interconnections that influence beliefs and understandings in providing a knowledge base for making “informed-decision” among high school students. This study was conducted in three year 9 classes in two high schools in the UK and among 65 students. An inquiry intervention model was developed using the 5E instructional model (Engage, Explore, Explain, Elaborate, and Evaluate) to identify beliefs and understanding and to strengthen students’ knowledge base. This study used a design-based research setting and utilised a mixed methodology. The Wilcoxon signed-rank tests were computed to examine the pre-post-difference among questionnaire items, and structural equation modelling (SEM) was utilised to explore the relationship between belief, understanding, and intention. Data analysis of the intervention revealed that students developed a strong understanding of the causes and effects of global warming. There is evidence that students used that knowledge to “inform-decision” in relation to global warming and climate change. Promoting informed decision-making through science teaching can encourage responsible action in the future. The real gap identified in this study is that the regular school curriculum does not engage socio-scientific issues in the real world and has no opportunity to organise an inquiry-based instructional sequence for informed decision-making.
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Lorenz, Kent A., Michalis Stylianou, and Pamela Hodges Kulinna. "Changes in healthy behaviour knowledge of rural pupils." European Physical Education Review 26, no. 2 (August 12, 2019): 465–80. http://dx.doi.org/10.1177/1356336x19867732.
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This study was informed by the body of literature on pupil knowledge and its potential contributions to developing healthy and active lifestyles, along with the focus of various current national physical education standards on cognitive outcomes. This study aimed to investigate the impact of conceptual-based intervention programmes in two rural schools on pupils’ healthy behaviour knowledge. Schools used a similar intervention model of healthy behaviour concepts taught as part of physical education classes, by classroom teachers, and in wellness week activities. The intervention in both schools was based on the Fitness for Life curricular model (i.e. materials for classroom teachers and for physical education teachers). Pupil healthy behaviour knowledge was tracked over time to determine the impact of the intervention programmes. Analysis of variance (ANOVA) was used to compare average percentage of correct responses within school, across time within a year, and across years. ANOVA results showed a significant main effect for grade ( F(5, 1152) = 33.10, p < 0.0001, η2 = 0.125), school ( F(1, 1152) = 75.23, p < 0.0001, η2 = 0.061), time ( F(1, 1152) = 164.71, p < 0.0001, η2 = 0.125), and year ( F(1, 1152) = 6.27, p = 0.012, η2 = 0.005), and a significant three-way interaction among grade, time, and year ( F(13, 1152) = 6.76, p < 0.0001, η2 = 0.07). The findings of this study suggest that pupils can acquire healthy behaviour knowledge using several different intervention points of instruction, particularly in rural areas. This study also highlights the need to help pupils in these settings improve their healthy behaviour content knowledge.
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Banyen, Wirachat, Chantana Viriyavejakul, and Thanin Ratanaolarn. "A Blended Learning Model for Learning Achievement Enhancement of Thai Undergraduate Students." International Journal of Emerging Technologies in Learning (iJET) 11, no. 04 (April 5, 2016): 48. http://dx.doi.org/10.3991/ijet.v11i04.5325.
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Research was undertaken to develop a blended learning model which contained three objectives. They were to 1) study student and teacher input for a blended learning model using a Thai university undergraduate course in information, innovation, and technology in education for the learning management conditions and improvement methods; 2) to research how to effectively improve the blended learning model and instructional media in accordance with the 80/80 criteria and; 3) compare learning achievements and information literacy between student groups using the blended learning method and regular learning method with information literacy as the covariate. The research was divided into three phases consisting of the development of the conceptual framework, a second phase which studied the blended learning model using both e-learning and face-to-face methods with a 60/40 ratio. When applying a technology system to learning management utilizing instructional media, it was determined to be 81.53/80.11. Phase 3 found that blended learning affected learning and information literacy by at least 1 variate which had a different mean score from regular learning with a statistical significance at the 0.05 level. The findings showed that the Thai university undergraduate students were satisfied with the blended learning model which was due to the change in the learning system as well as being tasked with interesting and challenging computer based lessons outside class. This was later enforced through teacher delivered lesson summaries during formal class time. Students understood the content better, enjoyed the self-directed learning and doing things independently.
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Fullam, Jordan P. "From seeing to believing: using instructional video to develop culturally responsive teaching." Journal for Multicultural Education 11, no. 2 (June 12, 2017): 131–48. http://dx.doi.org/10.1108/jme-09-2016-0053.
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Purpose This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU’s Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally responsive teaching in action. The paper explores the use of instructional video in an asset-focused model of professional development that develops culturally responsive teaching through digital videos that can be shared among colleagues, posted online and presented at professional conferences. Design/methodology/approach The primary aims of the paper are conceptual and include drawing on a review of the literature on instructional video to map onto one model of professional development the learning goals and reflective activities that are most likely to develop the potential of instructional video to change beliefs and develop critical consciousness, and providing anecdotal evidence to explore the potential for using instructional video in an asset-focused, transformative and responsive model of professional development in culturally responsive teaching. Findings Instructional video can be effective for professional development in culturally responsive teaching because people often need to see transformations in teaching and learning before they can believe such transformations are possible. Instructional videos of effective culturally responsive teaching, in this manner, highlight best practices and provide a way for schools to post an “early win” in their work in addressing achievement gaps. Practical implications Instructional video can assist educators in confronting and challenging prevailing deficit-based beliefs about ostensibly “low-achieving” students that limit possibilities for culturally responsive teaching; opening up opportunities for transformative learning and inviting the shift to a culturally responsive mindset; and examining and discussing models of excellent teaching. This model of professional development is asset-focused and transformative because it moves teacher voices from margin to center and empowers teachers as models and stewards of transformative learning. Originality/value Although numerous studies have documented the potential of instructional video in asset-focused and transformative models of professional development, only two studies explore the potential of instructional video specifically in the development of culturally responsive teaching (Lopez, 2013; Rosaen, 2015). This paper contributes to this nascent literature through documenting an approach to instructional video that was developed for and with teachers at a K-8 public school in Brooklyn.
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Lubienski, Christopher, and Laura Perry. "The third sector and innovation: competitive strategies, incentives, and impediments to change." Journal of Educational Administration 57, no. 4 (July 8, 2019): 329–44. http://dx.doi.org/10.1108/jea-10-2018-0193.
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Purpose Much justification for third sector involvement in education advances from the notion that attributes from business and non-profit fields could benefit state-run public schools. The purpose of this paper is to explore this issue by examining theoretical underpinnings and expectations for third sector participation in public education systems, particularly with respect to educational innovations and improvements, and the structural opportunities, incentives, and impediments for such innovation. Design/methodology/approach The question is how third sector participation shapes the rate, nature, and types of innovations in education as schools interact in response to competitive pressures. This conceptual analysis of the third sector examines the political-economic features and structures of the sector in fostering innovation, with reference to the US sector that was specifically positioned to enhance the innovative capacity of publicly funded education. Findings The analysis indicates that educational innovations are not necessarily more prevalent in or because of the third sector, and that there are obstacles to their creation and diffusion. Moreover, schools often respond to competitive incentives in ways unanticipated by policymakers, such as school marketing rather than instructional improvement, sometimes in ways detrimental to goals set out for public education, such as social sorting. In fact, instead of the third sector simply developing or incentivizing innovations, there is evidence that this sector has adopted innovations developed in the state sector. Originality/value The analysis suggests that a third sector based more on a professional, as opposed to a competitive, model may better facilitate the development of innovative capacity in education.
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Batzli, Janet M., Amber R. Smith, Paul H. Williams, Seth A. McGee, Katalin Dósa, and Jesse Pfammatter. "Beyond Punnett Squares: Student Word Association and Explanations of Phenotypic Variation through an Integrative Quantitative Genetics Unit Investigating Anthocyanin Inheritance and Expression inBrassica rapaFast Plants." CBE—Life Sciences Education 13, no. 3 (September 2014): 410–24. http://dx.doi.org/10.1187/cbe.13-12-0232.
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Genetics instruction in introductory biology is often confined to Mendelian genetics and avoids the complexities of variation in quantitative traits. Given the driving question “What determines variation in phenotype (Pv)? (Pv=Genotypic variation Gv + environmental variation Ev),” we developed a 4-wk unit for an inquiry-based laboratory course focused on the inheritance and expression of a quantitative trait in varying environments. We utilized Brassica rapa Fast Plants as a model organism to study variation in the phenotype anthocyanin pigment intensity. As an initial curriculum assessment, we used free word association to examine students’ cognitive structures before and after the unit and explanations in students’ final research posters with particular focus on variation (Pv = Gv + Ev). Comparison of pre- and postunit word frequency revealed a shift in words and a pattern of co-occurring concepts indicative of change in cognitive structure, with particular focus on “variation” as a proposed threshold concept and primary goal for students’ explanations. Given review of 53 posters, we found ∼50% of students capable of intermediate to high-level explanations combining both Gv and Ev influence on expression of anthocyanin intensity (Pv). While far from “plug and play,” this conceptually rich, inquiry-based unit holds promise for effective integration of quantitative and Mendelian genetics.
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Nadelson, Louis S., Benjamin C. Heddy, Suzanne Jones, Gita Taasoobshirazi, and Marcus Johnson. "Conceptual Change in Science Teaching and Learning: Introducing the Dynamic Model of Conceptual Change." International Journal of Educational Psychology 7, no. 2 (June 24, 2018): 151. http://dx.doi.org/10.17583/ijep.2018.3349.
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Conceptual change can be a challenging process, particularly in science education where many of the concepts are complex, controversial, or counter-intuitive. Yet, conceptual change is fundamental to science learning, which suggests science educators and science education researchers need models to effectively address and investigate conceptual change. Consideration of the current research and extant models of conceptual change reflect a need for a holistic, comprehensive, and dynamic model of conceptual change. In response, we developed the Dynamic Model of Conceptual Change (DMCC), which uses multiple lines of research that explore the variables influencing conceptual change and the dynamic interactions that take place during the conceptual change process in science teaching and learning. Unique to the DMCC is the potential for iterations, regression, enter and exit points at various stages of the conceptual change process, and the influences of message recognition, message engagement and processing, and the nature of the resulting conceptual change. The DMCC contains elements from extant models along with previously un-emphasized influential conceptual change variables such as culture, society, attitude, practices, and personal epistemology. We constructed the DMCC to provide science educators and researchers a more holistic framework for exploring conceptual change in science instruction and learning.
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Storey, Valerie A., and Brendan Richard. "The role of critical friends in supporting institutional change." Journal of Applied Research in Higher Education 7, no. 2 (September 14, 2015): 412–28. http://dx.doi.org/10.1108/jarhe-10-2013-0043.
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Purpose – Over the course of three years (2010-2013), the Carnegie Project on the Education Doctorate (CPED; a Consortium of 86 colleges and schools of education) Phase I institutions were involved in the Fund for the Improvement of Secondary Education mixed-methods, multi-case study. Data were collected from Primary Investigators, and stakeholders involved in the (re) design of a professional practice doctorate in education. At the conclusion of the research study, each institution was the recipient of a Critical Friends (CFs) Response Report. The purpose of this paper is to provide insights into the effectiveness of CFs in supporting institutional change by developing a collaborative environment in Higher Education. Design/methodology/approach – First, the role of CFs, and Critical Friend Group (CFG) protocol is described. Second, analyzed data from CF Response Reports is reviewed. Lastly, recommendations for the application of the conceptual framing of CFs within the academy are discussed. Findings – CF Response Reports reflect application of CFG protocol All CF Response Reports contained examples of both positive and cool feedback. This outcome supports previous research (Curry, 2008; Kuh, 2006; Butler et al., 2011) which suggest the protocol structure helped the CFs to focus in order to be supportive and positive. Fewer reports (12) identified institutional and program challenges. This may be a reflection of the dichotomy between friendship and critique which may lead to tension (Swaffield, 2005). A CF may be more likely to articulate a challenge in a face to face meeting knowing that any ensuing tension can be immediately addressed as opposed to stating the issues on paper with no immediate opportunity for the recipient to respond. Research limitations/implications – Several limitations of the data deserve attention. First, the data did not allow us to explore the relationship between CFs, actual practice, and doctoral program reform. Another limitation of the data are that it emanates from Phase I CPED institutions only. As such, these CFs may not be generally representative. The study would be strengthened if the work could be extended to include institutions from Phase II and III CPED institutions. As the authors continue to develop the understanding of critical friendship in academia the authors can apply this knowledge to support colleagues in their doctoral program reform and redesign. Practical implications – Based on this study, it is possible to identify several recommendations that are instructive within a Higher Education context. Organizational change and specifically program (re) design is a complex process, and there is no clear certainty of success. Pragmatically, the impetus for utilizing the CF model should be intrinsic, developed by the institutions themselves. Organizational support, knowledge sharing, and communication is required to enable the CF model to be implemented with fidelity (e.g. presentations, and web site information). Social implications – Faculty may feel vulnerable and lacking in support, but the adoption of a CF model enables them to not only see the institution from a different perspective, but also helps them bring the familiar into a new focus. External institutional support can alleviate faculty vulnerability, enhance faculty resilience to in-house challenges, and facilitate institutional collaboration. Originality/value – This study suggests that the external advocacy of the CF can positively impact change in the academy, and innovative doctoral program design by first fostering individual resilience to encountered challenges, and second enhancing institutional learning through institutional collaboration.
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Lohani, Vinod K., and Pushkin Kachroo. "A conceptual model for feedback control based instruction and evaluation." International Journal of Computer Applications in Technology 34, no. 3 (2009): 199. http://dx.doi.org/10.1504/ijcat.2009.023943.
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Sarioglan, Ayberk Bostan, and Ibrahim Gedik. "Investigated effects of guided inquiry-based learning approach on students’ conceptual change and durability." Cypriot Journal of Educational Sciences 15, no. 4 (August 31, 2020): 674–85. http://dx.doi.org/10.18844/cjes.v15i4.5050.
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This study aims to investigate the effect of guided inquiry-based learning approach on conceptual change and durability of sixth-grade middle school students regarding density concept. In this study, qualitative research methods were used. The study group consisted of 26 students studying in the sixth grade of a state middle school in the western part of Turkey. The data collection tool Test of Conceptual Understanding of Density (TCUD), including three open-ended questions, was used. TCUD was administered to the students in the study group before, immediately after, 6 weeks after and 24 weeks after the instruction. The results showed that the rate of giving scientific answers about the density concept of increased, whereas the rate of misconceptions decreased. It was also determined that the students were able to preserve scientific knowledge 6 and 24 weeks after the instruction, even if it was not the same as after the instruction. The effect of the course content which was prepared by following the guided inquiry-based learning approach on students' conceptual change and durability regarding the concept of density was discussed within the scope of the relevant literature and suggestions were made for further studies.
Keywords: Conceptual change, conceptual durability, guided inquiry, middle school students
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Kaya, Ebru, and Omer Geban. "The effect of conceptual change based instruction on students’ attitudes toward chemistry." Procedia - Social and Behavioral Sciences 15 (2011): 515–19. http://dx.doi.org/10.1016/j.sbspro.2011.03.133.
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Dauer, Joseph T., and Tammy M. Long. "Long-term conceptual retrieval by college biology majors following model-based instruction." Journal of Research in Science Teaching 52, no. 8 (June 9, 2015): 1188–206. http://dx.doi.org/10.1002/tea.21258.
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Gulcan, CETIN, ERTEPINAR Hamide, and GEBAN Omer. "Effects of conceptual change text based instruction on ecology, attitudes toward biology and environment." Educational Research and Reviews 10, no. 3 (February 10, 2015): 259–73. http://dx.doi.org/10.5897/err2014.2038.
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Lumbantoruan, Jagar. "ART LEARNING STRATEGY BASED ON DIRECTIVE INSTRUCTION MODEL." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 17, no. 1 (March 15, 2016): 19. http://dx.doi.org/10.24036/komposisi.v17i1.8413.
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This article aims to describe the development strategy of art based instruction directive instruction. Learning development strategy is realized through design planning and systematic learning system to solve learning problems. This can be done by adopting relevant learning models. Directive Instruction as a model is done by creating a lesson plan, ie identifying topics, determining learning objectives, and selecting examples and problems. The process of learning planning for a directive instruction model starts from identifying one specific skill desired by educators and learners to be understood and used, formulating specific learning goals that learners are expected to learn, finding and creating high-quality examples that help learners in order to be able to develop a conceptual foundation for the skills that learners will apply later in later examples.Keywords: Strategy, Art Learning, Directive Instruction.STRATEGI PEMBELAJARAN SENI BERBASIS MODEL DIRECTIVE INSTRUCTIONAbstrakArtikel ini bertujuan untuk memaparkan strategi pengembangan pembelajaran seni berbasis directive instruction. Strategi pengembangan pembelajaran diujudkan melalui perencanaan desain dan sistem pembelajaran yang sistematis untuk memecahkan permasalahan pembelajaran. Hal ini dapat dilakukan dengan mengadopsi model pembelajaran yang relevan. Directive Instruction sebagai sebuah model dilakukan dengan membuat rencana pembelajaran, yaitu mengidentifikasi topik, menentukan tujuan belajar, dan memilih contoh dan masalah. Proses perencanaan pembelajaran untuk model directive instruction dimulai dari mengidentifikasi satu keterampilan spesifik yang diinginkan oleh pendidik dan peserta didik untuk dipahami dan digunakan, merumuskan tujuan-tujuan belajar spesfifik yang diharapkan peserta didik untuk dipelajari, menemukan dan membuat contoh-contoh berkualitas tinggi yang membantu peserta didik agar mampu mengembangkan fondasi konseptual bagi keterampilan-keterampilan yang akan diterapkan peserta didik kemudian pada contoh-contoh selanjutnya.Kata Kunci: Strategi, Pembelajaran Seni, Directive Instruction.
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Salahshouri, Ahmad, Afshin Afzali, Maryam Brahman, and Mohammad Hassan Dolatyari. "The Impact of a Conceptual Change Model of Instruction on Students’ Philosophical Understanding of Resurrection." Applied Issues in Quarterly Journal of Islamic Education 2, no. 4 (August 1, 2017): 99–122. http://dx.doi.org/10.29252/qaiie.2.4.99.
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Başer, Mustafa, and Ömer Geban. "Effect of instruction based on conceptual change activities on students’ understanding of static electricity concepts." Research in Science & Technological Education 25, no. 2 (April 27, 2007): 243–67. http://dx.doi.org/10.1080/02635140701250857.
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Karaman, Ibrahim. "Effect of instruction based on conceptual change text on students' understanding of fluid pressure concept." International Journal of Innovation and Learning 9, no. 1 (2011): 21. http://dx.doi.org/10.1504/ijil.2011.037190.
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White, Paul, and Michael Mitchelmore. "Conceptual Knowledge in Introductory Calculus." Journal for Research in Mathematics Education 27, no. 1 (January 1996): 79–95. http://dx.doi.org/10.5951/jresematheduc.27.1.0079.
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Responses to word problems involving rates of change were collected on four occasions during and after 24 hours of concept-based calculus instruction given to a group of first-year university students, all of whom had studied calculus in secondary school. The number of students who could symbolize rates of change in noncomplex situations increased dramatically. However, there was almost no increase in the number who could symbolize rates of change in complex items or in items that required modeling a situation using algebraic variables. Detailed analysis revealed three main categories of error, in all of which variables are treated as symbols to be manipulated rather than as quantities to be related. We surmise that the students had developed an “abstract-apart” concept of a variable rather than the “abstract-general” concept that is needed for the successful study of calculus.
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Yip, Din Yan. "Promoting the development of a conceptual change model of science instruction in prospective secondary biology teachers." International Journal of Science Education 23, no. 7 (July 2001): 755–70. http://dx.doi.org/10.1080/09500690010016067.
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Gabel, Dorothy. "Theory-Based Teaching Strategies for Conceptual Understanding of Chemistry." Educación Química 11, no. 2 (August 30, 2018): 236. http://dx.doi.org/10.22201/fq.18708404e.2000.2.66459.
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<div>The Information Processing Model and the Social Constructivist Theory provide a basis for modifying teaching strategies traditionally used in introductory chemistry courses. Theory-based strategies that have potential for improving students conceptual understanding of chemistry include: Integrating the macroscopic, particulate and symbolic ways of representing matter whenever appropriate; using Concep- Tests during lectures; utilizing the Learning Cycle approach for laboratory instruction, and using Problem- Based-Learning.</div><div> </div>
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Spector, Michael, and Chanmin Kim. "A model-based approach for assessment and motivation." Computer Science and Information Systems 9, no. 2 (2012): 893–915. http://dx.doi.org/10.2298/csis111226016s.
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Representations support learning and instruction in many ways. Two key aspects of representations are discussed in this paper. First we briefly review the research literature about cognition and processing internal mental models. The emphasis is on the role that mental models play in critical reasoning and problem solving. We then present a theoretically-grounded rationale for taking internal mental representations into account when designing and implementing support for learning. The emphasis is on interaction with meaningful problems. Lastly, we present research that has led to a conceptual framework for integrating models into learning environments that includes technologies for formative assessment and motivation.
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LEWIS, DONNA M., DAVID F. TREAGUST, and A. L. CHANDRASEGARAN. "FIFTH GRADE STUDENTS ENGAGED IN A COOPERATIVE LEARNING ENVIRONMENT: EVALUATING THEIR ABILITY TO DETERMINE THE STATUS OF THEIR OWN CONCEPTIONS ABOUT MATTER." COSMOS 08, no. 02 (June 2013): 167–85. http://dx.doi.org/10.1142/s0219607712500061.
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This study integrated cooperative learning methods in classroom instruction to investigate the effects on achievement and conceptual change in matter concepts involving 70 fifth grade students after 10 weeks of instruction. Data obtained from the administration of two achievement tests indicated that there were significant differences between the pre-test and post-test mean scores on the Matter Unit Test as well as on the Matter Diagnostic Test. Since the notion of status is fundamental to the Conceptual Change Model (Posner, Hewson, Strike & Gertzog, 1982) this study also investigated the students' ability to determine the status of their own conceptions. Analysis of the students' use of written descriptors provided varied evidence of their ability to use technical language (intelligible, plausible, or fruitful) and effectively determine the status of their own conceptions.
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Bahtaji, Michael Allan A. "THE ROLE OF MATH AND SCIENCE EXPOSURE ON THE EFFECT OF 5E INSTRUCTIONAL MODEL IN PHYSICS CONCEPTIONS." Journal of Baltic Science Education 20, no. 1 (February 5, 2021): 10–20. http://dx.doi.org/10.33225/jbse/21.20.10.
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5E instructional model is commonly utilized in science teaching to promote conceptual learning. However, the benefit of 5E instructional model cannot be fully attained if the knowledge and skills essential to learning were not properly established from past. Similarly, the development of new concepts cannot be fully attained if the important processes inculcated in the 5E model were not considered in teaching. In this research, the effects of 5E model instruction and previous learning experiences on the conceptual learning of students in Newtonian mechanics were evaluated. Using 2 x 2 factorial research design, the conceptual understanding of 172 undergraduate students was evaluated before and after the experiment. These participants were distributed into four groups with different programs. The result revealed that both 5E instructional model and previous learning experiences contributed to the conceptual learning of students in mechanics. Those students who received 5E instructional model and whose exposure to science and math courses is high, gained the highest increase in the mean score after the experiment. This suggests that the effectiveness of 5E instructional model can be fully achieved if the knowledge and skills essential to learning and conceptual change were properly established from previous learning experiences and activities. Keywords: 5E model, conceptual change, conceptual learning, learning cycle, prior knowledge
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Weiss, Margaret P., and Holly Glaser. "Instruction in Co-Teaching in the Age of Endrew F." Behavior Modification 45, no. 1 (March 7, 2019): 39–65. http://dx.doi.org/10.1177/0145445519836071.
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The recent Supreme Court decision in Endrew F. v. Douglas County School District focused attention on outcomes for students with disabilities. It is not just about participating; it is about the instruction and outcomes from those services. Co-teaching is a prevalent service delivery model for students with disabilities who access the general curriculum. Much has been written about co-teaching but not necessarily about the instruction that takes place in a co-taught classroom. In this case study, we present a preliminary investigation of a conceptual model for instruction in co-teaching. We report teacher and student behavior change as well as contextual variables that had an impact on implementation.
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Van Hook, Stephen J., and Tracy L. Huziak-Clark. "Tip-to-tail: Developing a conceptual model of magnetism with kindergartners using inquiry-based instruction." Journal of Elementary Science Education 19, no. 2 (September 2007): 45–58. http://dx.doi.org/10.1007/bf03173662.
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Santyasa, I. Wayan, I. Wayan Sukra Warpala, and I. Made Tegeh. "The Effect of Conceptual Change Model in the Senior High School Students’ Understanding and Character in Learning Physics." SHS Web of Conferences 42 (2018): 00058. http://dx.doi.org/10.1051/shsconf/20184200058.
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Learning physics for senior high school (SMA) students is often coloured by misconceptions that hinder students in achieving deep understanding. So a relevant learning model is needed. This study aims to examine the effect of conceptual change model (CCM) compared with direct instruction model (DIM) on the students’ conceptual understanding and character in the subject area of motion and force. This quasi-experimental research using a non-equivalence pre-test post-test control groups design. The population is 20 classes (738 students) of grade X consisted of 8 classes (272 students) of SMA 1 Amlapura, 8 classes (256 students) of SMA 2 Amlapura, and 6 classes (210 students) of SMA 1 Manggis in Karangasem regency in Bali. The random assignment technique is used to assign 6 classes (202 students, or 26.5% of the population). In each school there are set 2 classes each as a CCM group and DIM groups. The data of students’ conceptual understanding is collected by tests, while the characters by questionnaires. To analyse the data a one way MANCOVA statistics was used. The result of the analysis showed that there was a significant difference of effect between CCM group and DIM group on the students’ conceptual understanding and character. The effect of the CCM group is higher than the DIM group on the students’ conceptual understanding and character in learning subject area of motion and force.
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Tan, Rolando Mango, Rosanelia T. Yangco, and Elenita N. Que. "STUDENTS’ CONCEPTUAL UNDERSTANDING AND SCIENCE PROCESS SKILLS IN AN INQUIRY-BASED FLIPPED CLASSROOM ENVIRONMENT." Malaysian Journal of Learning and Instruction (MJLI) Vol. 17, No.1 Jan. 2020 17, Number 1 (January 31, 2020): 159–84. http://dx.doi.org/10.32890/mjli2020.17.1.7.
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Purpose: The purpose of this study is to determine the impact of an Inquiry-based Flipped classroom model on the conceptual understanding and science process skills of junior high school students in the Philippines. Method: A two-group pretest/post-test design was conducted on 55 Grade 9 students for the study. One group received instruction using the flipped classroom format while the other group serving as control was taught in the conventional format. A Conceptual Understanding Test (CUT) and a Science Process Skills Test (SPST) were used to measure the impact of instruction on the two groups. Independent samples t-test was used to determine if there was a significant difference between the groups while paired samples t-test was conducted on both groups to determine if the groups improved significantly after a 7-week intervention. Linear regression was performed to determine if science process skills was a positive predictor of conceptual understanding. Findings: Inquiry-based flipped classroom did not make students perform better than the non-flipped inquiry-based learning environment in the Conceptual Understanding Test (CUT) and Science Process Skills Test (SPST) except on one biology topic (non-Mendelian Genetics) where the Flipped Inquiry Group scored significantly higher than the control in the CUT. Students’ science process skills positively predicted their conceptual understanding in biology. Significance: Inquiry–based flipped classroom can be as effective as the non-flipped inquiry-based instruction in improving students’ conceptual understanding and science process skills but can be made even more effective depending on the content, the manner the content is uploaded and the choice of LMS for uploading the online content. The study also showed the importance of science process skills in enhancing students’ conceptual understanding in biology.
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Bruun, Jesper, and Frederik V. Christiansen. "Kinaesthetic activities in physics instruction: Image schematic justification and design based on didactic situations." Nordic Studies in Science Education 12, no. 1 (April 26, 2016): 56–72. http://dx.doi.org/10.5617/nordina.969.
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One of the major difficulties in learning physics is for students to develop a conceptual understanding of the core concepts of physics. Many authors argue that students’ conceptions of basic physical phenomena are rooted in basic schemas, originating in fundamental kinaesthetic experiences of being. We argue that this idea should be utilized in physics instruction, that kinaesthetic activities will provide useful entry point for students’ acquisition of the basic conceptions of physics, and that they can overcome the phenomenological gap between experiential and conceptual understanding. We discuss the nature of image schemas and focus particularly on one: effort-resistance-flow. This schema is fundamental not only in our everyday experience, but also in most of school physics. We show how enactment of a particular kinaesthetic model can support student understanding and intuition with respect to central physics concepts, and describe and explain the design of lesson with based on the model.
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Jung, Jaewon, and Eunyoung Cho. "A Study on the Conceptual Model of Effective Instruction based on Student Perspectives at C University." Korean Education Inquiry 37, no. 3 (September 30, 2019): 155–77. http://dx.doi.org/10.22327/kei.2019.37.3.155.
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Yalçınkaya, Eylem, and Yezdan Boz. "The effect of case-based instruction on 10th grade students' understanding of gas concepts." Chemistry Education Research and Practice 16, no. 1 (2015): 104–20. http://dx.doi.org/10.1039/c4rp00156g.
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The main purpose of the present study was to investigate the effect of case-based instruction on remedying 10th grade students' alternative conceptions related to gas concepts. 128 tenth grade students from two high schools participated in this study. In each school, one of the classes was randomly assigned as the experimental group and the other class, instructed by the same chemistry teacher, was assigned as the control group. The students in the experimental groups were instructed by case-based instruction based on conceptual change conditions while the control group students received traditionally designed chemistry instruction. As pre-tests, the science process skills test, the attitude and motivation towards chemistry and the gas concept test were applied to both groups of students. As a post-test, the gas concept test was administered to both groups of students to determine their alternative conceptions and understanding of gas concepts. One-way ANOVA was used to assess the effect of case-based instruction on students' understanding of gas concepts. The results revealed that case-based instruction was an effective method for overcoming students' alternative conceptions about the gas concepts.
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Brigandi, Carla B., Cindy M. Gilson, and Myriah Miller. "Professional Development and Differentiated Instruction in an Elementary School Pullout Program: A Gifted Education Case Study." Journal for the Education of the Gifted 42, no. 4 (September 27, 2019): 362–95. http://dx.doi.org/10.1177/0162353219874418.
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The purpose of this longitudinal case study was to investigate the relationship between participation in professional development in Renzulli’s Enrichment Triad Model and one gifted education teacher’s knowledge and practice, with particular attention to differentiated instruction. Findings indicated that professional development increased the participating teacher’s knowledge of gifted education, her attitude toward change, and her repertoire of instructional strategies; however, it did not alter her underlying beliefs or subsequent approach to gifted education. Time span and provider support were noted as promoters of effective professional development. Conceptual blocks, teacher characteristics, and lack of time were identified as barriers that inhibited professional development–related change with regard to differentiated instruction for learners who have high academic ability.
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Grospietsch, Finja, and Jürgen Mayer. "Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change." Education Sciences 8, no. 3 (August 10, 2018): 120. http://dx.doi.org/10.3390/educsci8030120.
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Scientific concepts of learning and the brain are relevant for biology teachers in two ways: Firstly, the topic is an object of instruction (e.g., long-term potentiation). Secondly, biology teachers must guide their students towards sustainable learning. Consequently, their own understanding of learning and the brain has an especially far-reaching influence on students. Pre-service biology teachers endorse so-called “neuromyths,” misconceptions on the subject of learning and the brain (e.g., the existence of learning styles) even though they cover neuroscientific content during their studies. These misconceptions remain relatively stable throughout university education and practical training. In this paper, we transfer the teaching and learning model of conceptual change to the university context. We investigate whether and to what extent a university course developed in accordance with a professional conceptual change model can reduce pre-service biology teachers’ endorsement of neuromyths. In a pre-post-design, 57 university students were asked about their professional knowledge, beliefs, neuromyths, and perception and utilization of the university course. We found a positive effect of the intervention on all three elements of students’ conceptual understanding. The results show that explicitly refuting misconceptions about learning and the brain (e.g., via conceptual change texts) helps to professionalize neuromyths.
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Wang, Xing Zu, Bo Yang, Kong Yao, and Chang Qing Gao. "Product Pedigree Based Conceptual Structure Evolutionary Design." Applied Mechanics and Materials 215-216 (November 2012): 612–15. http://dx.doi.org/10.4028/www.scientific.net/amm.215-216.612.
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By applying biological pedigree concept into product conceptual structure design, an conceptual structural design approach is set forth to make full use of creative and innovative intelligence of living systems for design automation. According to the relationship between different product structures with same function, the classification model of product pedigree is established, which can be used as unified functional isomorphic model during the intelligent conceptual design process. On the other hand, according to the evolutional logic from quality change to quantities change, pedigree based product evolutionary design strategy is given. Product pedigrees which are homology dependent are used as basic evolutionary models, based on which, the parameter based, interaction field based and interaction mater based evolutional conceptual design method are proposed, respectively. Based on the relation network of the pedigree units, multiple variant design schemes can be obtained, which is a strong backbone to the innovative design process. Finally, design examples are used to demonstrate the successful application of the proposed pedigree based evolutionary method in the product variant design.
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Dumais, Nancy, and Abdelkrim Hasni. "High School Intervention for Influenza Biology and Epidemics/Pandemics: Impact on Conceptual Understanding among Adolescents." CBE—Life Sciences Education 8, no. 1 (March 2009): 62–71. http://dx.doi.org/10.1187/cbe.08-08-0048.
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Understanding real-life issues such as influenza epidemiology may be of particular interest to the development of scientific knowledge and initiation of conceptual changes about viruses and their life cycles for high school students. The goal of this research project was to foster the development of adolescents' conceptual understanding of viruses and influenza biology. Thus, the project included two components: 1) pre- and posttests to determine students' conceptions about influenza biology, epidemics/pandemics, and vaccination; and 2) design an intervention that supports conceptual change to promote improvements in influenza knowledge based on these primary conceptions. Thirty-five female students from a high school biology class participated in a series of instructional activities and pre- and posttest assessments. Results from the pretest indicated that high school students exhibit a limited understanding of concepts related to viruses. Six weeks after an intervention that promoted active learning, results from a posttest showed that conceptions about influenza are more accurately related to the provided scientific knowledge. Although adolescents have nonscientific models to explain influenza biology, we showed that a carefully designed intervention can affect students' knowledge as well as influence the implementation of health education programs in secondary schools.
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Şeker, Burcu Sezginsoy, and Aliye Erdem. "Development of A Template Lesson Plan Based on 5e Model Enhanced with Computer Supported Applications and Conceptual Change Texts." Journal of Education and Training Studies 5, no. 10 (September 10, 2017): 86. http://dx.doi.org/10.11114/jets.v5i10.2553.
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Students learning a defined subject only perform by learning of thinking based on the concepts forming that subjects. Otherwise, students may move away from the scientific meaning of concepts and may fall into conceptual errors. Students’ conceptual errors affect their following learning and cause them resist change. It is possible to prevent this resistance with conceptual change texts. This study aimed to correct present concepts of students by exchanging them with new concepts and rearranging their present knowledge structure using conceptual change texts. Conceptual change texts were introduced at the explanation step of a 5e model by assuming that a 5e model enhanced with texts would make learning meaningful and permanent. In other steps of the 5e model, audio-visual elements such as animations, colored pictures, and computer-supported applications were used to increase the permanency and accessibility of knowledge. The objective of this study is to develop a lesson plan and activities based on the 5e model that would be a template for the learning outcome: “He/she distinguishes natural and man-made elements that he/she sees in his/her environment”, which occurs in “The Place We Live” unit in 4th grade social sciences curriculum and for learning outcomes of the concepts in the same unit. Photostory 3 software is among the computer-supported applications used in the preparation of activities. Conceptual errors related to the subject were determined by literature review and by considering the students’ opinions before preparation of conceptual change texts.