Relevant bibliographies by topics / Teaching for hot conceptual change

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching for hot conceptual change'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Teaching for hot conceptual change"

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Cheng, Xiaoqiao. "Conceptual Change in Science Education: From Cold to Hot Approaches." Science Insights Education Frontiers 26, no. 1 (2025): 4199–201. https://doi.org/10.15354/sief.25.co381.

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Science education research finds that children may generate misunderstandings about certain scientific concepts based on their personal experiences prior to formal schooling. These misconceptions may present students with learning difficulties and barriers to deep comprehension of scientific knowledge. In response to this issue, researchers advanced the method of conceptual change instruction to help students shift from scientifically incorrect pre-instructional knowledge structures to scientifically accepted ones (Pacaci et al., 2024). Conceptual change has been deemed an effective approach t
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Savas, Emre, and Aysel Kocakulah. "The Effect of Hot Conceptual Change on Students’ Views on the Nature of Science." Science Insights Education Frontiers 26, no. 1 (2025): 4207–31. https://doi.org/10.15354/sief.25.or689.

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This study aims to investigate the effect of the teaching model developed for hot conceptual change on middle school 7th-grade students’ understanding of the Nature of Science (NOS) aspects. In this qualitative and exploratory study, activities were carried out with 24 students of two classes in a village school in the South Marmara region using a pretest-posttest control group quasi-experimental design. Students in control (inquiry-based learning-IBL) and experimental (hot conceptual change based on IBL) groups used instructions for teaching the NOS topics in the 7th-grade light unit. The pre
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Ye, Jianqiang, Dimei Chen, and Lingxin Kong. "BIBLIOMETRIC ANALYSIS OF THE WOS LITERATURE ON RESEARCH OF SCIENCE TEACHER FROM 2000 TO 2017." Journal of Baltic Science Education 18, no. 5 (2019): 732–47. http://dx.doi.org/10.33225/jbse/19.18.732.

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In order to explore the development of research of science teacher(RST), 904 articles from the Web of Science (WoS) core set based on bibliometric methods through R software were analyzed in this research. Specifically, it examined the co-occurrence relations of countries/regions, major journals, most cited references, and hot keywords from the macroscopic, mesoscopic and microscopic level of RST. The results showed that the core strength of RST is mainly from traditional industrialized countries such as the United States, Australia, and Britain. And some top journals in science education (suc
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Kroon, Sjaak, and Jan Sturm. "Eigen Taal." Thema's en trends in de sociolinguistiek 4 70 (January 1, 2003): 147–59. http://dx.doi.org/10.1075/ttwia.70.13kro.

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The Dutch discussion on immigrant minority language teaching, which has been going on for three decades now, shows a remarkable lack of conceptual clarity. This not only includes the content of the subject, but also its aims and its operationalisation in classroom practice. In creating this unclarity, not only the ministry of education and its advisors but also scholars and opinion leaders are involved, irrespective of their position against or in favour of this type of language teaching. This is shown on the basis of a reconstruction of the different versions of eigen taal (litt.: 'own langua
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Muttasyabiha, Muttasyabiha. "Analysis of the Needs of Cognitive Conflict-Based Teaching Materials Integrated with Augmented Reality on Heat." Physics Learning and Education 2, no. 3 (2024): 105–13. http://dx.doi.org/10.24036/ple.v2i3.151.

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In the 21st century, the increasing development of technology and informatics has brought significant changes in the world of education. The independent curriculum is a response to the demands of education in the era of evolving technology. The main goal is to deepen concept understanding and strengthen student skills. Concept understanding is one of the basic competencies in the independent curriculum that students must have. But in fact, based on research of preliminary, it was got that the problem of concepts understanding from students was still low and tended to occur misconceptions, the
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Hameed, Hassan. "Teaching for Conceptual Change." Maldives National Journal of Research 11, no. 1 (2024): 60–70. http://dx.doi.org/10.62338/pq8vqv84.

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Conceptual change has proven to be a popular and fruitful area of science education research in the past forty years. Three meta-analyses published in the past two years have shown that intervention studies on conceptual change are most successful when they utilize cognitive conflict as the remediation strategy. This review draws on the meta-analyses to argue that conceptual change interventions remain essential for improving student learning.
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Wickman, Per-Olof. "How can conceptual schemes change teaching?" Cultural Studies of Science Education 7, no. 1 (2012): 129–36. http://dx.doi.org/10.1007/s11422-012-9393-3.

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Addido, Johannes, Andrea C. Burrows, and Timothy F. Slater. "ADDRESSING PRE-SERVICE TEACHERS’ MISCONCEPTIONS AND PROMOTING CONCEPTUAL UNDERSTANDING THROUGH THE CONCEPTUAL CHANGE MODEL." Problems of Education in the 21st Century 80, no. 4 (2022): 499–515. http://dx.doi.org/10.33225/pec/22.80.499.

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Teaching science concepts for conceptual understanding has its challenges. Bringing about conceptual change in the science classroom can be difficult because most concepts are complicated and often counter-intuitive in the teaching and learning of science concepts. A review of the literature indicates that the conceptual change model, CCM can be an effective teaching technique in addressing misconceptions and improving conceptual understanding when it comes to science instruction. The aim of this research was to find out the effect of the conceptual change model on pre-service teachers’ concep
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Chan, Yuen-Yan, and Victor K. Wei. "Teaching for Conceptual Change in Security Awareness." IEEE Security & Privacy Magazine 6, no. 6 (2008): 67–69. http://dx.doi.org/10.1109/msp.2008.157.

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Neale, Daniel C., Deborah Smith, and Virginia G. Johnson. "Implementing Conceptual Change Teaching in Primary Science." Elementary School Journal 91, no. 2 (1990): 109–31. http://dx.doi.org/10.1086/461641.

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Dissertations / Theses on the topic "Teaching for hot conceptual change"

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Lyndon, Edward Harry. "Conceptual mediation : a new theory and a new method of conceptual change /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phl988.pdf.

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Ndeleni, Zingiswa. "Teaching Electrostatics in Grade 11 Physical Sciences using a Conceptual Change Approach." University of the Western Cape, 2018. http://hdl.handle.net/11394/5935.

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Magister Educationis - MEd (Mathematics and Science Education)<br>The study was conducted at a senior secondary school situated in a deep rural area of the district of Cofimvaba in the Eastern Cape Province. It was motivated by academically struggling grade 12 learners in my school who were experiencing problems in mastering the electrostatics concept which is introduced in grade 10. The aim was to come up with alternative teaching strategies that can assist learners in grasping the concept. This study employed the conceptual change framework as a teaching strategy to improve learners' underst
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Chong, Yuk-leung. "Effects of conceptual-change teaching strategies on students' understanding of particulate nature of matter." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18815443.

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Chong, Yuk-leung, and 莊玉良. "Effects of conceptual-change teaching strategies on students' understanding of particulate nature of matter." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959301.

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Pika, Nondumiso J. "Teaching the principle of conservation of Mechanical Energy using a conceptual change approach." University of the Western Cape, 2017. http://hdl.handle.net/11394/5940.

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Magister Educationis - Med<br>The purpose of this study was to investigate the effect of the conceptual-change teaching strategy on the Principle of Conservation of Mechanical Energy in the absence of dissipative forces. Specifically, the study used the scientific investigation and interactive simulations in the teaching of the Principle of Conservation of Mechanical Energy concepts. The research design adopted for the study was a case study in which a mixed method approach was used. A sample of thirty learners was purposively selected from a grade 10 Physical Sciences class in the rural Easte
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Fuzani, Nomfundo Cynthea. "Teaching electrical circuits in grade 10 physical science using a conceptual change approach." University of the Western Cape, 2018. http://hdl.handle.net/11394/6277.

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Magister Educationis - MEd (Mathematics and Science Education)<br>The purpose of this paper is to investigate whether the teaching of electric circuits in Grade 10 Physical Sciences using a conceptual change approach would enhance learners' understanding of the concept. The conceptual change approach is a process whereby concepts and relationships between concepts change over the course of an individual's lifetime. The process whereby conceptual change occurs is of central interest in helping to understand the process of learning, and is also important when considering the design of instructio
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Riordan, J. P. "Techniques, tactics and strategies for conceptual change in school science." Thesis, Canterbury Christ Church University, 2014. http://create.canterbury.ac.uk/13077/.

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This study explores how experienced science teachers promote conceptual change. It examines how instructional strategies, learning methods (Darden, 1991) and conceptual change interrelate. Three research methods (expert micro-teaching, verbal protocols and retrospective debriefing) were used. Data were video-recorded and managed using NVivo. Six groups of 11 year-old pupils took part (three girls and three boys) in each expert micro-teaching interview, led by a science specialist (Advanced Skills Teacher). A ‘Concurrent Verbal Protocol and Retrospective Debriefing’ interview (Taylor and Dionne
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Reitano, Paul, and n/a. "From preservice to inservice teaching: a study of conceptual change and knowledge in action." Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20041110.134020.

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It is argued in this thesis that pedagogical content knowledge is an essential knowledge base for effective teaching, and that its development may not depend on years of experience. The longitudinal study traced the knowledge growth of novice social science teachers, especially pedagogical content knowledge, over their final year of study and first year as practising teachers, and sought to answer the following questions: 1. What is the conceptual structure of effective social science teaching held by preservice and novice teachers? 2. To what extent is pedagogical content knowledge a componen
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Reitano, Paul. "From preservice to inservice teaching: a study of conceptual change and knowledge in action." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/367291.

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It is argued in this thesis that pedagogical content knowledge is an essential knowledge base for effective teaching, and that its development may not depend on years of experience. The longitudinal study traced the knowledge growth of novice social science teachers, especially pedagogical content knowledge, over their final year of study and first year as practising teachers, and sought to answer the following questions: 1. What is the conceptual structure of effective social science teaching held by preservice and novice teachers? 2. To what extent is pedagogical content knowledge a componen
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Baker, Heather R. "Exploring Teaching Regimes to Change Preschoolers' Mistaken Beliefs about Sinking Objects." University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1384333966.

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Books on the topic "Teaching for hot conceptual change"

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Kubanyiova, Magdalena. Teacher development in action: Understanding language teachers' conceptual change. Palgrave Macmillan, 2012.

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Mikkilä-Erdmann, Mirjamaija. Textbook text as a tool for promoting conceptual change in science. Turun yliopisto, 2002.

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Stella, Vosniadou, Baltas Aristeidēs, Vamvakoussi Xenia, European Association for Research on Learning and Instruction. Special interest group "Conceptual Change", and European Symposium on Conceptual Change (4th : 2004 : Delphoi, Greece), eds. Re-framing the conceptual change approach in learning and instruction. Elsevier, in association with the European Association for Learning and Instruction, 2007.

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E, Brenner Mary, and Educational Resources Information Center (U.S.), eds. Using multiple representations for conceptual change in the pre-algebra: A comparison of variable usage with graphic and text based problems. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.

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Facilitating Conceptual Change In Students Understanding Of The Periodic Table. Springer International Publishing AG, 2013.

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Kubanyiova, Magdalena. Teacher Development in Action: Understanding Language Teachers' Conceptual Change. Palgrave Macmillan, 2012.

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Hsieh, Jinmeei Kuo. Influencing fourth grade students' conceptual change about light propagation. 1995.

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Niaz, Mansoor, and Marniev Luiggi. Facilitating Conceptual Change in Students' Understanding of the Periodic Table. Springer London, Limited, 2013.

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Teaching for K-12 mathematical understanding using the conceptual change model. Saiwood Publications, 2005.

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Vamvakoussi, Xenia. Reframing the Conceptual Change Approach in Learning and Instruction. Emerald Publishing Limited, 2007.

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Book chapters on the topic "Teaching for hot conceptual change"

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Hewson, Peter W., Michael E. Beeth, and N. Richard Thorley. "Teaching for Conceptual Change." In International Handbook of Science Education. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-011-4940-2_13.

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Vicentini, M. "Conceptual Change for Teachers and Researchers." In Thinking Physics for Teaching. Springer US, 1995. http://dx.doi.org/10.1007/978-1-4615-1921-8_40.

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Strickhouser, Nicole, Anita Roychoudhury, Andrew S. Hirsch, and Jignesh V. Mehta. "Teaching Informed by Conceptual Difficulties with Understanding the Greenhouse Effect." In Teaching and Learning About Climate Change. Routledge, 2017. http://dx.doi.org/10.4324/9781315629841-15.

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Shepardson, Daniel P., Anita Roychoudhury, and Andrew S. Hirsch. "Using Conceptual and Physical Models to Develop Students’ Mental Models of the Greenhouse Effect." In Teaching and Learning About Climate Change. Routledge, 2017. http://dx.doi.org/10.4324/9781315629841-7.

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Newall, Emma. "Routes to Conceptual Change in Teaching and Learning About Evolution." In Darwin-Inspired Learning. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-833-6_26.

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Sinatra, Gale M., and Clark A. Chinn. "Thinking and reasoning in science: Promoting epistemic conceptual change." In APA educational psychology handbook, Vol 3: Application to learning and teaching. American Psychological Association, 2012. http://dx.doi.org/10.1037/13275-011.

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Joseph, John E. "Is language a verb? — conceptual change in linguistics and language teaching." In Language in Language Teacher Education. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/lllt.4.03jos.

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Dunst, Brian, and Alex Levine. "Conceptual Change: Analogies Great and Small and the Quest for Coherence." In International Handbook of Research in History, Philosophy and Science Teaching. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7654-8_41.

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Saave, Anna. "Teaching Feminist Economics. Conceptual Notes and Practical Advice for Teaching a Subject in the Making." In Wirtschaft neu lehren. Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-30920-6_6.

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AbstractTeaching feminist economics is a relatively new didactical project posing questions of content and methodology for instructors. The article proposes three possible topics with regard to the changing nature of the emergent research field: introducing feminist economics as a mode of questioning, showing its historicity and spectrum, and asking the question of a unifying paradigm. Complementarily, the article identifies teaching methodologies and aspects to consider for teaching according to feminist economics’ theoretical insights. This includes the role of experiences, the need for inst
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Niebert, Kai, Tanja Riemeier, and Harald Gropengießer. "The Hidden Hand that Shapes Conceptual Understanding: Choosing Effective Representations for Teaching Cell Division and Climate Change." In Models and Modeling in Science Education. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4192-8_16.

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Conference papers on the topic "Teaching for hot conceptual change"

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Wilson, Chanelle. "Reconceptualizing Teaching Practice: Lessons on Conceptual, Curricular, and Pedagogical Change Toward Decolonization." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1892783.

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Matusovich, Holly, and Rachel McCord. "Work in progress: Does motivation matter for conceptual change? exploring the implications of “hot cognition” on conceptual learning." In 2012 IEEE Frontiers in Education Conference (FIE). IEEE, 2012. http://dx.doi.org/10.1109/fie.2012.6462394.

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Solihah, Putri A., Eis Nurzakiyah, I. Kaniawati, and Achmad Samsudin. "Development teaching materials of static fluid with STEM x LKPD conceptual change (STEMCC)." In INTERNATIONAL SEMINAR ON MATHEMATICS, SCIENCE, AND COMPUTER SCIENCE EDUCATION (MSCEIS) 2021. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0156407.

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Azizah, Utiya, Harun Nasrudin, and Mitarlis Mitarlis. "The Validity of Problem-Solving Based Teaching Materials for The Exploration of Conceptual Change and Metacognitive Skills." In Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 2019, 12 October 2019, Bandung, West Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.12-10-2019.2296377.

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P. Bantolo, Jesserene, and Dr Voltaire M. Mistades. "Grade 8 Students’ Level of Conceptual Understanding of Electric Circuits Using Virtual Manipulative." In 1st International Conference on Teaching, Education and Learning Conference. iConferences (Pvt) Ltd, 2021. http://dx.doi.org/10.32789/tel.2021.1004.

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The challenge to Physics teachers is finding ways to address students’ alternative conceptions and misconceptions. Traditional instruction often fails to change these ideas because students deeply hold them. In this study, we report the effects of using virtual manipulatives on students’ conceptual understanding of the topic, electricity. In learning the concepts on DC circuits, energy, current-voltage-resistance relationship, and potential difference, the students used the Physics Education Technology (PhET) interactive simulations project of the University of Colorado, particularly the Circu
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Colt, Marilena, and Loredana florentina Dragomir. "INTERDISCIPLINARY TEACHING OF NERVE CELL ELECTROSTATICS AND ELECTROMAGNETICS USING INTERACTIVE CONCEPTUAL MAPS." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-123.

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Abstract: In 2020, due to the restrictions imposed by the Covid-19 pandemic, the education system passed a fundamental change. Both students and teachers had to acquire new skills in a world with access to a multitude of written or audio-visual information. The role of the teacher in the education process has changed. As his central role diminished, the teacher assumed the position of mentor. This position is reflected in the integration in lessons of modern learning methods that teach the student to use the information he can find from the comfort of his home. The paper presents the neuron, a
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Sukmawati, Wati, Asep Kadarohman, Omay Sumarna, and Wahyu Sopandi. "The use of conceptual change text (CCT) based teaching materials to improve multiple ability of pharmaceutical chemical representation students." In PROCEEDING OF INTERNATIONAL CONFERENCE ON FRONTIERS OF SCIENCE AND TECHNOLOGY 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0102578.

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Narayanan, Shankar, Andrei G. Fedorov, and Yogendra K. Joshi. "Perspiration Nano-Patch for Hot Spot Thermal Management." In ASME 2007 InterPACK Conference collocated with the ASME/JSME 2007 Thermal Engineering Heat Transfer Summer Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/ipack2007-33156.

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A novel cooling scheme utilizing evaporative cooling for an ultra-thin, spatially confined liquid film is described for meeting the challenge of hot spot thermal management aiming at locally removing heat fluxes in excess of 200 W/cm2. This work presents the conceptual system design and results of performance calculations supporting the feasibility of the proposed cooling scheme. The phase change heat transfer is one of the most efficient means of heat transfer due to an advantage offered by the significant latent heat of vaporization of liquids. Fundamentally, evaporation could be a much more
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Hidayati, Auliya. "Practicality of Basic Electronic 1 Module Integrated Character Value Based on Conceptual Change Teaching Model to Increase Physics Students' Competency." In Proceedings of the 6th International Conference on Educational Research and Innovation (ICERI 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/iceri-18.2019.71.

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Hwang, Bao-tyan, and Shang-feng Chiu. "The Effect of a Computer Instructional Model in Bringing about a Conceptual Change in Students’ Understanding of Particulate Concepts of Gas." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2816.

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This study explores students’ misconceptions with the particulate concept of matter in gaseous state. Then, based on promoting students’ learning and understanding from a constructivist perspective, the effectiveness of instructional activities by presenting a demonstration with computer simulation was investigated. Students were expected to benefit from computer monitored instruction in a number of ways: by becoming more interested in physical phenomena and therefore more motivated; by acquiring a concrete example of a abstract concept that will aid them in reasoning; and by being able to eva
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Reports on the topic "Teaching for hot conceptual change"

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Huntington, Bethany, Björn Haßler, Christopher Klune, Jennie Lester, Aditi Bhutoria, and Hassan Mansour. Systematic Review with Meta-Analysis: Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils. Open Development & Education, Education Endowment Foundation, 2025. https://doi.org/10.53832/opendeved.1170.

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This report presents the findings of a comprehensive systematic review and meta-analysis commissioned by the Education Endowment Foundation (EEF) to identify how educational technology (EdTech) interventions impact pupil attainment, particularly for disadvantaged learners. The study addresses a critical need for clarity amidst growing EdTech usage and mixed evidence on effectiveness, especially following increased reliance on digital learning during and after the Covid-19 pandemic. The research was conducted in three sequential phases. Phase 1 involved stakeholder engagement with educators and
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Monasterolo, Irene, María J. Nieto, and Edo Schets. The good, the bad and the hot house world: conceptual underpinnings of the NGFS scenarios and suggestions for improvement. Banco de España, 2023. http://dx.doi.org/10.53479/29533.

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Climate mitigation scenarios are an essential tool for analyzing the macroeconomic and financial implications of climate change (physical risk), and how the transition to a low-carbon economy could unfold (transition risk). The Network for Greening the Financial System (NGFS) has co-developed a set of climate mitigation scenarios for climate financial risk assessment. Despite the important role that these scenarios play in climate stress tests, the understanding of their main characteristics and limitations is still poor. In this paper, we contribute to filling this gap by focusing on the foll
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Hwa, Yue-Yi. Opportunities for Changing Teacher Norms Vary by Underlying Factors in Teachers’ Selves, Situations, Standards, and Society. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/130.

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What do the factors underlying teacher norms imply about opportunities for changing those norms that hinder children’s learning? I address this question by analysing the transcripts of interviews that I conducted with 14 pairs of interlocutors from various contexts (with a focus on the Global South), each of whom had complementary expertise related to teacher norms. Based on this analysis, I develop a conceptual framework for mapping the factors that sustain teacher norms across four domains of teachers’ experiences: selves (“what I value”), situations (“what can be done”), standards (“what th
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