Linking the Macro with the Submicro Levels of Chemistry: Demonstrations and Experiments that can Contribute to Active/Meaningful/Conceptual Learning

2014 ◽  
pp. 41-61 ◽  
Author(s):  
Georgios Tsaparlis
Keyword(s):  
Conceptual Learning

Improving conceptual learning via pretests.

2020 ◽  
Author(s):  
Faria Sana ◽  
Veronica X. Yan ◽  
Courtney M. Clark ◽  
Elizabeth Ligon Bjork ◽  
Robert A. Bjork
Keyword(s):  
Conceptual Learning

Some suggested additions to the semantic cognition model

2008 ◽  
Vol 31 (6) ◽  
pp. 721-722
Author(s):  
Jean M. Mandler
Keyword(s):  
Concept Formation ◽  
Explicit Knowledge ◽  
Conceptual Learning ◽  
Attentional Biases ◽  
Semantic Cognition ◽  
Other Information ◽  
Direct Input ◽  
Cognition Model ◽  
Implicit And Explicit ◽  
Slow Learning

AbstractRogers & McClelland (R&M) present a powerful account of semantic (conceptual) learning. Their model admirably handles many characteristics of early concept formation, but it also needs to address attentional biases, and distinguish direct input from error-driven learning, and fast versus slow learning. Not distinguishing implicit and explicit knowledge means that the authors also cannot explain why some coherently varying information becomes accessible and other information does not.

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