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Gale M. Sinatra - One of the best experts on this subject based on the ideXlab platform.
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The Influence of Approach and Avoidance Goals on Conceptual Change
The Journal of Educational Research, 2014Co-Authors: Marcus Lee Johnson, Gale M. SinatraAbstract:Recently, Conceptual Change research has been experiencing a warming trend (G. M. Sinatra, 2005) whereby motivational and affective factors are being explored in the Conceptual Change process. The purpose of this study is to explore the 2 × 2 framework of achievement goal theory in relation to students' Conceptual Change learning for a specific topic in biology, HIV/AIDS. The authors hypothesized that those with approach goals (mastery approach and performance approach) would demonstrate greater posttest Conceptual Change in their understanding of HIV/AIDS than those with avoidance goals. Participants were 206 undergraduates in introductory-level college biology courses. Participants were provided a 1,004-word HIV/AIDS text and were pre- and posttested on their Conceptual knowledge of HIV/AIDS. Results of an analysis of covariance indicated that approach-oriented students demonstrated greater Conceptual HIV/AIDS Change at posttest than avoidance-oriented students. Results are discussed in light of the warming trend and achievement goal theory.
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use of task value instructional inductions for facilitating engagement and Conceptual Change
Contemporary Educational Psychology, 2013Co-Authors: Marcus Lee Johnson, Gale M. SinatraAbstract:Abstract This study explored the relationship between task values, engagement, and Conceptual Change. One hundred and sixty-six under graduate students were randomly assigned to one of three task value instructional inductions (utility, attainment, and control) to determine whether induced task values would result in different degrees of engagement and Conceptual Change when reading a refutation text about the common cold. It was hypothesized that the participants in the utility, attainment, and control conditions would differ in their engagement, and degree of Conceptual Change. Statistical differences were observed among the participants in the task value and control conditions on perceived engagement as well as Conceptual Change. The results indicate that the participants who were in the utility condition rated their engagement as significantly higher than those in the control condition. Furthermore, participants in the utility condition demonstrated the greatest degree of Conceptual Change. The usefulness of task value inductions for facilitating engagement and Conceptual Change is discussed.
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A structural equation model of Conceptual Change in physics
Journal of Research in Science Teaching, 2011Co-Authors: Gita Taasoobshirazi, Gale M. SinatraAbstract:A model of Conceptual Change in physics was tested on introductory-level, college physics students. Structural equation modeling was used to test hypothesized relationships among variables linked to Conceptual Change in physics including an approach goal orientation, need for cognition, motivation, and course grade. Conceptual Change in physics was determined using gains from pre- to post-administration of the Force Concept Inventory (FCI). Results indicated that need for cognition and approach goals had a significant influence on motivation. Motivation influenced Change scores on the FCI both directly, and indirectly, through course grade. Finally, course grade directly influenced Conceptual Change. The implications of these findings for future research and developing students' Conceptual Change in physics are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 901–918, 2011
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The "Warming Trend" in Conceptual Change Research: The Legacy of Paul R. Pintrich
Educational Psychologist, 2005Co-Authors: Gale M. SinatraAbstract:This article explores the legacy of Paul Pintrich in regard to theory and research in Conceptual Change. Specifically, this article reviews his vision for a view of Conceptual Change-a vision that integrated motivation and affect within a broader view of cognition in the classroom (Pintrich, 1999; Pintrich & Sinatra, 2003). This article describes 2 models inspired by his 1993 article, Beyond Cold Conceptual Change (Pintrich, Marx, & Boyle, 1993): Dole and Sinatra's (1998) Cognitive Reconstruction of Knowledge Model and the Cognitive-Affective Model of Conceptual Change (Gregoire, 2003), as well as our own personal view of intentional Conceptual Change (Sinatra & Pintrich, 2003). This article argues that the field may be Changed inexorably by Pintrich's vision. Finally, this article describes Paul's ideas for future research in Conceptual Change.
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Intentional Conceptual Change
Handbook of Self-Regulation of Learning and Performance, 1Co-Authors: Gale M. Sinatra, Paul R. PintrichAbstract:Contents: Preface. G.M. Sinatra, P.R. Pintrich, The Role of Intentions in Conceptual Change Learning. Part I: Cognition, Metacognition, and Intentional Conceptual Change. M. Ferrari, N. Elik, Influences on Intentional Conceptual Change. N. deLeeuw, M.T.H. Chi, Self-Explanation: Enriching a Situation Model or Repairing a Domain Model? P. Thagard, R. Zhu, Acupuncture, Incommensurability, and Conceptual Change. M.G. Hennessey, Metacognitive Aspects of Students' Reflective Discourse: Implications for Intentional Conceptual Change Teaching and Learning. M.L. Luque, The Role of Domain-Specific Knowledge in Intentional Conceptual Change. Part II: Epistemological and Social/Motivational Factors in Intentional Conceptual Change. T. Andre, M. Windschitl, Interest, Epistemological Belief, and Intentional Conceptual Change. L. Mason, Personal Epistemologies and Intentional Conceptual Change. A.A. diSessa, A. Elby, D. Hammer, J's Epistemological Stance and Strategies. C. Hynd, Conceptual Change in Response to Persuasive Messages. S.A. Southerland, G.M. Sinatra, Learning About Biological Evolution: A Special Case of Intentional Conceptual Change. E. Linnenbrink, P.R. Pintrich, Achievement Goals and Intentional Conceptual Change. Part III: Prospects and Problems for Models of Intentional Conceptual Change. S. Vosniadou, Exploring the Relationships Between Conceptual Change and Intentional Learning. G. Hatano, K. Inagaki, When Is Conceptual Change Intended? A Cognitive-Sociocultural View. P.R. Pintrich, G.M. Sinatra, Future Directions for Theory and Research on Intentional Conceptual Change.
Marcus Lee Johnson - One of the best experts on this subject based on the ideXlab platform.
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Conceptual Change in Science Teaching and Learning: Introducing the Dynamic Model of Conceptual Change
International Journal of Educational Psychology, 2018Co-Authors: Louis S. Nadelson, Benjamin C. Heddy, Suzanne H. Jones, Gita Taasoobshirazi, Marcus Lee JohnsonAbstract: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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The Influence of Approach and Avoidance Goals on Conceptual Change
The Journal of Educational Research, 2014Co-Authors: Marcus Lee Johnson, Gale M. SinatraAbstract:Recently, Conceptual Change research has been experiencing a warming trend (G. M. Sinatra, 2005) whereby motivational and affective factors are being explored in the Conceptual Change process. The purpose of this study is to explore the 2 × 2 framework of achievement goal theory in relation to students' Conceptual Change learning for a specific topic in biology, HIV/AIDS. The authors hypothesized that those with approach goals (mastery approach and performance approach) would demonstrate greater posttest Conceptual Change in their understanding of HIV/AIDS than those with avoidance goals. Participants were 206 undergraduates in introductory-level college biology courses. Participants were provided a 1,004-word HIV/AIDS text and were pre- and posttested on their Conceptual knowledge of HIV/AIDS. Results of an analysis of covariance indicated that approach-oriented students demonstrated greater Conceptual HIV/AIDS Change at posttest than avoidance-oriented students. Results are discussed in light of the warming trend and achievement goal theory.
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use of task value instructional inductions for facilitating engagement and Conceptual Change
Contemporary Educational Psychology, 2013Co-Authors: Marcus Lee Johnson, Gale M. SinatraAbstract:Abstract This study explored the relationship between task values, engagement, and Conceptual Change. One hundred and sixty-six under graduate students were randomly assigned to one of three task value instructional inductions (utility, attainment, and control) to determine whether induced task values would result in different degrees of engagement and Conceptual Change when reading a refutation text about the common cold. It was hypothesized that the participants in the utility, attainment, and control conditions would differ in their engagement, and degree of Conceptual Change. Statistical differences were observed among the participants in the task value and control conditions on perceived engagement as well as Conceptual Change. The results indicate that the participants who were in the utility condition rated their engagement as significantly higher than those in the control condition. Furthermore, participants in the utility condition demonstrated the greatest degree of Conceptual Change. The usefulness of task value inductions for facilitating engagement and Conceptual Change is discussed.
David F. Treagust - One of the best experts on this subject based on the ideXlab platform.
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Conceptual Change: Still a Powerful Framework for Improving the Practice of Science Instruction
Issues and Challenges in Science Education Research, 2012Co-Authors: Reinders Duit, David F. TreagustAbstract:Conceptual Change perspectives of teaching and learning processes in science, and also in various other content domains, have played a significant role in research on teaching and learning as well as in instructional design since the late 1970s. Research findings indicate that Conceptual Change-oriented instructional design may in fact be suited to improve the development of student cognitive and affective outcomes. However, such improvements are only to be expected if Conceptual Change perspectives are further developed – far beyond the ‘classical’ perspective introduced in the 1980s. It is argued that there are the following challenges for future research and development: Research on Conceptual Change needs to take into account multiple epistemological perspectives of teaching and learning, to give equal attention to cognitive and affective student variables, to embed Conceptual Change approaches into inclusive models of instructional planning, to determine the necessary and sufficient evidence for identifying Conceptual Change and to bring successful Conceptual Change teaching approaches to normal classes.
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Multiple Perspectives of Conceptual Change in Science and the Challenges Ahead.
Journal of science and mathematics education in Southeast Asia, 2009Co-Authors: David F. Treagust, Reinders DuitAbstract:Conceptual Change views of teaching and learning processes in science, and also in various other content domains, have played a significant role in research on teaching and learning as well as in instructional design since the late 1970s. Conceptual Change can be interpreted from different individual perspectives or from multiple perspectives. In the classical epistemological perspective, cognitive outcomes predominate whilst a multiple perspective can include both cognitive and affective outcomes. In this article we refer to the interpretation of Conceptual Change from a multiple perspective when an analogy was used in teaching optics. Here is evidence of the potential of a significant improvement in instructional practice. However, it becomes also evident that actual practice is far from what Conceptual Change perspectives propose and that Change of this practice continues to be a rather difficult and long-lasting process. In this article, five challenges for future research and development in Conceptual Change at theoretical, methodological and practical levels are identified with a deliberate emphasis on their contribution to improve instructional practice.
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Conceptual Change: a discussion of theoretical, methodological and practical challenges for science education
Cultural Studies of Science Education, 2008Co-Authors: David F. Treagust, Reinders DuitAbstract:Conceptual Change views of teaching and learning processes in science, and also in various other content domains, have played a significant role in research on teaching and learning as well as in instructional design since the late 1970s. An important issue is whether Conceptual Change can provide a powerful framework for improving instructional practice in such a way that students’ levels of scientific literacy are significantly increased. In this article, the first section provides an overview on the development of Conceptual Change perspectives. In sections two to six, we examine the different ways that researchers have facilitated the collection of data and empirically evaluated learning as Conceptual Change based on these different theoretical perspectives. In section seven, we identify key issues of Conceptual Change with a deliberate emphasis on their contribution to improve instructional practice and conclude the article by posing challenges at theoretical, methodological and practical levels. We contend that Conceptual Change perspectives still have the potential to significantly improve instructional practice. However, it becomes also evident that actual practice is far from what Conceptual Change perspectives propose and that Change of this practice will be a rather difficult and long-lasting process.
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A multidimensional framework for interpreting Conceptual Change events in the classroom
Science Education, 1997Co-Authors: L.m. Tyson, Grady Venville, Allan G. Harrison, David F. TreagustAbstract:This article examines the research literature on Conceptual Change, analyzes the different uses of the term “Conceptual Change,” and discusses six other issues that have emerged from this literature. The second part of this study outlines a multidimensional framework for considering Conceptual Change events in the classroom and attempts to synthesize various perspectives of contemporary Conceptual Change research by proposing that Changes in students' knowledge structures be viewed from epistemological, ontological, and social/affective perspectives. © 1997 John Wiley & Sons, Inc. Sci Ed81:387-404, 1997.
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The role of analogies in promoting Conceptual Change in biology
Instructional Science, 1996Co-Authors: Grady J. Venville, David F. TreagustAbstract:Four analogies which were used to teach biology topics by four different teachers were analysed from different theoretical perspectives to determine the key role they had to play in the process of Conceptual Change. A supermarket analogy for the classification of living things was described using the Posner et al. (1982) view of Conceptual Change as having the role of a sense maker . A car cooling system analogy for human temperature homeostasis was found to play the role of a memory aid and was best explained by considering Vosniadou's (1994) framework theory and mental models perspective of Conceptual Change. A fluid mosaic analogy for cell membranes was used by the teacher as a transformer and was best explained by Chi et al.'s (1994) ontological category perspective of Conceptual Change. Finally, a bucket and pump analogy used to teach the stucture and function of the heart was described as a motivator and was viewed through the motivational perspective of Conceptual Change of Pintrich et al. (1993). The paper concludes that learning in different situations can best be explained by different perspectives of Conceptual Change and that these perspectives have much to tell us about the “normal” shifts in Conceptual understanding as well as “radical” Conceptual Change.
Gavin W. Fulmer - One of the best experts on this subject based on the ideXlab platform.
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Constraints on Conceptual Change: How Elementary Teachers’ Attitudes and Understanding of Conceptual Change Relate to Changes in Students’ Conceptions
Journal of Science Teacher Education, 2013Co-Authors: Gavin W. FulmerAbstract:Like their students, teachers may hold a variety of naive conceptions that have been hypothesized to limit their ability to support students’ learning. This study examines whether Changes in elementary students’ conceptions are related to their teachers’ content knowledge, attitudes, and understanding of Conceptual Change. The study takes place in the context of the adoption of a new unit on seasonal Change in which students build and use sundials to observe seasonal differences in the apparent motion of the Sun across the sky. A mixed-method approach is used. Data sources include pre- and post-tests for students and teacher interviews and questionnaires. Results indicate that Changes in students’ conceptions may be related to their teachers’ knowledge of the content, attitudes toward science, and understanding of Conceptual Change. One teacher had low attitude toward science and limited knowledge of Conceptual Change. After instruction, her students’ responses became less accurate but more homogeneous than before instruction. The other teacher had high attitude and moderate knowledge of Conceptual Change. Her students showed gains from pre- to post-test, including responses that were more scientifically accurate than the teachers’ initial answers.
Gita Taasoobshirazi - One of the best experts on this subject based on the ideXlab platform.
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Conceptual Change in Science Teaching and Learning: Introducing the Dynamic Model of Conceptual Change
International Journal of Educational Psychology, 2018Co-Authors: Louis S. Nadelson, Benjamin C. Heddy, Suzanne H. Jones, Gita Taasoobshirazi, Marcus Lee JohnsonAbstract: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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Developing and Validating a Conceptual Change Cognitive Engagement Instrument
Frontiers in Education, 2018Co-Authors: Benjamin C. Heddy, Gita Taasoobshirazi, John B. Chancey, Robert W. DanielsonAbstract:Conceptual Change (CC) occurs when learners move from a misconception to a scientifically accepted conception (Heddy, Danielson, Sinatra, & Graham, 2017). Many researchers agree that deep cognitive engagement is integral to facilitating Conceptual Change (Sinatra & Pintrich, 2005). Although Conceptual Change has been explored in great depth, a valid and reliable instrument to assess the type of engagement that occurs during the Change process is lacking in the field. In the present study, we designed an instrument meant to assess cognitive engagement during Conceptual Change. Our measure is modeled after Dole & Sinatra’s (1998) model theorizing that learners consider message and personal factors when learning new concepts. We used exploratory factor analysis to assess the structure of the Conceptual Change Cognitive Engagement Scale (CCCES) with participants recruited from the M-Turk survey recruitment tool. The CCCES will be beneficial for theoretical understanding related to Conceptual Change and engagement.
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A multivariate model of Conceptual Change
Instructional Science, 2016Co-Authors: Gita Taasoobshirazi, Benjamin Heddy, Marlynn Bailey, John FarleyAbstract:The present study used the Cognitive Reconstruction of Knowledge Model (CRKM) model of Conceptual Change as a framework for developing and testing how key cognitive, motivational, and emotional variables are linked to Conceptual Change in physics. This study extends an earlier study developed by Taasoobshirazi and Sinatra (J Res Sci Teach 48:901–918, 2011 ) by providing a more comprehensive test of the CRKM. The variables included in the model tested in this study included emotions: boredom, enjoyment and anxiety; approach goals, need for cognition, motivation, deep cognitive engagement, course grade, and Conceptual Change. Results of a path analysis conducted on 117 introductory-level college physics students indicated that enjoyment was linked to students’ motivation, deep cognitive engagement, course grade, and Conceptual Change. Motivational variables were linked to cognitive engagement, course grade, and Conceptual Change. Finally, students’ course grade was linked to their Conceptual Change. Need for cognition, boredom, and anxiety played no role in the model. An alternative, revised model was presented excluding these three variables. Theoretical and practical implications of the study are discussed.
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A structural equation model of Conceptual Change in physics
Journal of Research in Science Teaching, 2011Co-Authors: Gita Taasoobshirazi, Gale M. SinatraAbstract:A model of Conceptual Change in physics was tested on introductory-level, college physics students. Structural equation modeling was used to test hypothesized relationships among variables linked to Conceptual Change in physics including an approach goal orientation, need for cognition, motivation, and course grade. Conceptual Change in physics was determined using gains from pre- to post-administration of the Force Concept Inventory (FCI). Results indicated that need for cognition and approach goals had a significant influence on motivation. Motivation influenced Change scores on the FCI both directly, and indirectly, through course grade. Finally, course grade directly influenced Conceptual Change. The implications of these findings for future research and developing students' Conceptual Change in physics are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 901–918, 2011
