Extrapolating the role of affect into supporting conceptual change in scientific inquiry learning

2012 ◽  
Author(s):  
Yok-Cheng Sam ◽  
Choo-Yee Ting ◽  
Chee-Onn Wong
Keyword(s):  
Conceptual Change ◽  
Scientific Inquiry ◽  
Inquiry Learning

5E Mobile Inquiry Learning Approach for Enhancing Learning Motivation and Scientific Inquiry Ability of University Students

2016 ◽  
Vol 59 (2) ◽  
pp. 147-153 ◽  
Author(s):  
Ping-Han Cheng ◽  
Ya-Ting Carolyn Yang ◽  
Shih-Hui Gilbert Chang ◽  
Fan-Ray Revon Kuo
Keyword(s):  
University Students ◽  
Scientific Inquiry ◽  
Inquiry Learning ◽  
Learning Motivation ◽  
Learning Approach

The Future of Aging Research: Should the Focus Be On Not Growing Old or Growing Old Better?

2016 ◽  
Vol 5 (1) ◽  
pp. 65-74
Author(s):  
Debra J. Rose
Keyword(s):  
Scientific Inquiry ◽  
Healthy Lifestyle ◽  
Adult Population ◽  
Life Stages ◽  
Lifestyle Behaviors ◽  
Aging Research ◽  
Negative Stereotypes ◽  
Conducting Research ◽  
Older Adult Population

Despite the significant increase in years that an individual can now expect to live in the 21st century, there is growing evidence that the price for greater longevity may be worsening health due to the higher prevalence of nonfatal but disabling conditions. This sobering news suggests the need for expanded scientific inquiry directed at understanding the multilevel factors that promote or prevent physical activity (PA) participation and the adoption of healthy lifestyle behaviors and the types of intervention strategies that will be most effective in positively changing behavior at different life stages. Fruitful areas of future scientific inquiry include exploring other types and intensities of PA aimed at increasing PA participation while reducing sedentary behavior, better understanding the role of the physical and social environment in promoting PA participation, and designing and evaluating multilevel PA interventions that are better tailored to the activity preferences, goals, and expectations of a diverse older adult population, and flexibly delivered in real-world settings. Finally, conducting research aimed at better differentiating normal age-associated changes from those that are disease-related will be fundamental to reversing the negative stereotypes that currently shape the public’s view of the aging process.

The role of a single lingua franca in scientific inquiry

2021 ◽  
Vol 13 (1) ◽  
pp. 29-46
Author(s):  
Ekkehard König
Keyword(s):  
Scientific Inquiry ◽  
Scientific Communication ◽  
External World ◽  
Natural Sciences ◽  
International Exchange ◽  
Conceptual System ◽  
Lingua Franca ◽  
Domain Specific ◽  
Multilingual Approach

This paper discusses the role of English as the current lingua franca academica in contrast to a multilingual approach to scientific inquiry on the basis of four perspectives: a cognitive, a typological, a contrastive and a domain-specific one. It is argued that a distinction must be drawn between the natural sciences and the humanities in order to properly assess the potential of either linguistic solution to the problem of scientific communication. To the extent that the results of scientific research are expressed in formal languages and international standardised terminology, the exclusive use of one lingua franca is unproblematic, especially if phenomena of our external world are under consideration. In the humanities, by contrast, especially in the analysis of our non-visible, mental world, a single lingua franca cannot be regarded as a neutral instrument, but may more often than not become a conceptual prison. For the humanities the analysis of the conceptual system of a language provides the most reliable access to its culture. For international exchange of results, however, the humanities too have to rely on a suitable lingua franca as language of description as opposed to the language under description.

A MUVEing Success

2013 ◽  
pp. 614-638
Author(s):  
Shannon Kennedy-Clark ◽  
Kate Thompson
Keyword(s):  
Professional Development ◽  
Science Education ◽  
Virtual Environments ◽  
Case Studies ◽  
Educational Games ◽  
Inquiry Learning ◽  
Science Inquiry ◽  
Development Programs ◽  
Classroom Activities

The chapter will explain the role of scenario-based MUVES and educational games in science education and will present both the benefits for students and the challenges of using these forms of technology in a classroom setting. This chapter presents the findings of two case studies on the use of a scenario-based Multi-User Virtual Environments (MUVE) in science education. The chapter will consider strategies for designing professional development programs for teachers and pre-service teachers to enhance both the teachers’ skills and their confidence in using and designing classroom activities suitable for MUVEs and educational games in science inquiry learning.

Research on research revisited: another half decade of quantitative and field research on international organizations

1977 ◽  
Vol 31 (1) ◽  
pp. 65-82 ◽  
Author(s):  
William J. Dixon
Keyword(s):  
International Organizations ◽  
Scientific Inquiry ◽  
Field Research ◽  
Economic Assistance ◽  
Recent Period ◽  
Self Assessment ◽  
Research On Research ◽  
The 1960S ◽  
Half Decade

Eight journals were surveyed for articles reporting empirical research on international organizations, under the assumption that periodic self-assessment is a necessary component of any program of scientific inquiry. Forty-five article published between 1970 and 1975 are compared to articles from the 1960s on a variety of dimensions. In the recent period more authors view international organizations comparatively while fewer concentrate their efforts on the UN. The types of organizations and organizational process being studied have become more diversified, as have the research methods being utilized. Several questions receiving the sustained attention of researchers, such as studies of UN voting groups, the attributes of UN member states, the effects of economic assistance on influence in the UN, and the role of IO's in conflict resolution, all reflect a growing accumulation of knowledge about international organizations.

scholarly journals Metacognitive Development and Conceptual Change in Children

2020 ◽  
Vol 11 (4) ◽  
pp. 745-763
Author(s):  
Joulia Smortchkova ◽  
Nicholas Shea
Keyword(s):  
Conceptual Change ◽  
Conceptual Development ◽  
Developmental Psychology ◽  
Older Children ◽  
Major Focus ◽  
Mathematical Concepts ◽  
Metacognitive Development ◽  
New Concepts ◽  
The Way

AbstractThere has been little investigation to date of the way metacognition is involved in conceptual change. It has been recognised that analytic metacognition is important to the way older children (c. 8–12 years) acquire more sophisticated scientific and mathematical concepts at school. But there has been barely any examination of the role of metacognition in earlier stages of concept acquisition, at the ages that have been the major focus of the developmental psychology of concepts. The growing evidence that even young children have a capacity for procedural metacognition raises the question of whether and how these abilities are involved in conceptual development. More specifically, are there developmental changes in metacognitive abilities that have a wholescale effect on the way children acquire new concepts and replace existing concepts? We show that there is already evidence of at least one plausible example of such a link and argue that these connections deserve to be investigated systematically.

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