scholarly journals A fogalmi váltás elméletei

2000 ◽  
Vol 55 (2-3) ◽  
pp. 179-205 ◽  
Author(s):  
Erzsébet Korom
Keyword(s):  
Conceptual Change ◽  
Prior Knowledge ◽  
Teaching And Learning ◽  
Conceptual Development ◽  
Developmental Psychology ◽  
Scientific Information ◽  
Psychological Research ◽  
Research Area ◽  
Conceptual System ◽  
Naive Theories

A pedagógiai és a pszichológiai kutatások egyik érdekes találkozási pontja az 1980-as évek elején kibontakozó, a fogalmak tanulásával, az ismeretelsajátítás folyamataival foglalkozó, a szakirodalomban "fogalmi váltás"-ként (conceptual change) ismert kutatási irány. E kutatási területen összefonódnak az oktatás gyakorlatával, elsősorban a természettudományok tanításával foglalkozó vizsgálatok és a kognitív fejlődéslélektani megközelítések. Mindkét irány kiindulópontja az a tanulásszemlélet, amely a tanulás aktív jellegét hangsúlyozza. A tanuló az előzetes ismeretei alapján értelmezi az új információt, konstruálja meg tudását. A fogalmi váltás kutatások oktatáshoz szorosabban kötődő ága a tanulást értelmezi fogalmi váltásként, amely során azokat a tanulói fogalmakat, amelyek nem felelnek meg a tudományos nézeteknek, le kell cserélni a tudományos fogalmakra. A kognitív fejlődéspszichológiában gyökerező fogalmi váltás vizsgálatok viszont arra keresik a választ, hogy mi történik a régi és az új ismeretek kölcsönhatásakor, milyen változások, váltások mennek végbe a fogalmi rendszerben, és hogyan lehet elősegíteni az új információk megértését. E tanulmány célja, hogy (1) áttekintse a fogalmi váltás kutatások két évtizedének legfontosabb tendenciáit((2) bemutassa a legjelentősebb empirikus munkákat és a belőlük kiinduló elméleteket((3) felhívja a figyelmet a még megválaszolandó kérdésekre(és (4) érzékeltesse a fogalmi váltás kutatások lehetséges jövőbeni irányait. E kutatási terület eredményei számos információval szolgálnak a tanulók fogalmi fejlődésének megértéséhez, továbbá felhívják a figyelmet néhány pedagógiai következményre is. Kiemelik azt, hogy az oktatás során az eddigieknél sokkal nagyobb figyelmet kell fordítani a tanulók előzetes ismereteire, meggyőződéseire, naiv elméleteire, valamint a tudatos fogalomtanításra és fogalomtanulásra.One of the intriguing meeting points of educational and psychological research is the area known in the literature as 'conceptual change', which emerged in the early 1980s and has studied the processes of concept learning and knowledge acquisition. In this research area the practice of education is intertwined with cognitive developmental psychological approaches and research especially on science education. Behind both directions lies the assumption that learning is an active process in which students interpret new information and construct their knowledge on the basis of their prior knowledge. That branch of conceptual change research which is closely linked to education sees the learning process as a conceptual change during which students' existing concepts should be substituted with scientific ones. Conceptual change research rooted in cognitive developmental psychology, however, studies the interactions between old and new knowledge, the changes in the conceptual system and tries to find ways to facilitate students' understanding of scientific information. The aims of the paper are (1) to survey the most significant tendencies of conceptual change research of the last two decades; (2) to present the most important empirical works and theories built upon them; (3) to highlight the yet unanswered questions; (4) to indicate the possible future directions in conceptual change research. The results of this research area yield a great deal of information for the understanding of students' conceptual development and call attention to certain educational consequences: e.g. much more attention should be paid to students' prior knowledge, beliefs, and naive theories in the course of instruction, as well as to conscious concept teaching and learning.

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.

scholarly journals A Graduate Course on Teaching and Learning in Higher Education: Influences on Conceptions of Teaching and Learning

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Andrew B Leger ◽  
Sue Fostaty Young
Keyword(s):  
Conceptual Change ◽  
Teaching And Learning ◽  
Conceptual Development ◽  
Teaching Assistants ◽  
Graduate Teaching Assistants ◽  
Graduate Course ◽  
Conceptions Of Teaching ◽  
Blind Review ◽  
Graduate Teaching ◽  
Changement Conceptuel

This paper reports on the effects of a graduate course on teaching and learning on graduate teaching assistants’ conceptions of teaching and on the teaching philosophy statements that arose from those conceptions. Effects are interpreted from three perspectives: 1) course facilitators' reports of their perceptions of course participants’ conceptual change; 2) an independent assessors' ratings of the evidence of change through blind review of course participants’ initial philosophy statements and final statements; and 3) participants' own perceptions of change and identification of the course components and learning activities that were most significant in their conceptual development. Findings suggest that graduate teaching assistants’ perceptions of conceptual change differ significantly from those of both the course facilitators and the independent assessor. Cet article présente un rapport concernant les effets d’un cours supérieur portant sur l’enseignement et l’apprentissage sur les conceptions relatives à l’enseignement d’assistants d’enseignement diplômés et sur les exposés sur la philosophie d’enseignement qui ont découlé de ces conceptions. Les effets sont interprétés à partir de trois perspectives : 1) les rapports des facilitateurs du cours concernant leurs perceptions du changement conceptuel survenu parmi les participants; 2) l’évaluation d’un assesseur indépendant concernant l’évidence du changement par le biais d’un examen aveugle des exposés initiaux sur la philosophie d’enseignement des participants ainsi que de leurs exposés finaux; et 3) les perceptions personnelles des participants concernant le changement et l’identification des composantes du cours et des activités d’apprentissage qui ont été les plus significatives pour leur développement conceptuel. Les résultats suggèrent que les perceptions des assistants d’enseignement diplômés concernant le changement conceptuel diffèrent grandement de celles des facilitateurs du cours et de celles de l’assesseur indépendant.

scholarly journals Evaluating Student Preparedness and Conceptual Change in Introductory Biology Students Studying Gene Expression

2010 ◽  
Vol 3 (1) ◽  
pp. 21-34
Author(s):  
Kelly McDonald ◽  
Joseph Gomes
Keyword(s):  
Gene Expression ◽  
Conceptual Change ◽  
Teaching And Learning ◽  
Qualitative Evaluation ◽  
Assessment Instrument ◽  
Scientific Language ◽  
Introductory Biology ◽  
Student Preparedness ◽  
Biology Students ◽  
Post Test

Conceptual difficulties experienced by introductory college biology students studying gene expression are explored in this empirical study. We used an open-ended assessment instrument and a pre-test/post-test design to measure prior knowledge and conceptual change over the course of one semester. Our findings suggest that introductory biology students struggle with the basic terminology necessary to understand complex biological systems at the molecular and genetic level. While conceptual growth from the beginning to the end of the semester was less than expected, learning gains were significant for all concepts examined by our assessment strategy. Qualitative evaluation of pre- and post-tests further highlighted the difficulty students have articulating their knowledge using scientific language. In our discussion, we emphasize the importance of assessing conceptual understanding, developing instructional strategies to promote conceptual change, and the need for closer alignment of curriculum between and within institutions. Ultimately, educational and institutional resources to support faculty development in the area of teaching and learning are critical for the retention and preparation of a diverse student population in the biological sciences.

scholarly journals The voice of dwellers – developing a place brand by listening to its residents

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ulla Hakala
Keyword(s):  
Decision Making ◽  
Conceptual Development ◽  
Place Branding ◽  
Research Area ◽  
Content Type ◽  
Case Examples ◽  
Face To Face ◽  
Decision Making Processes ◽  
E Mail

Purpose Listening to the customers has long been a key phrase and success element in product branding. This paper aims to highlight the importance of listening to residents during the branding of a place. The study explores ways of listening to residents to ensure they are heard and also discusses the challenges and benefits related to place branding flowing from having residents participate in decision-making processes. Design/methodology/approach Listening to residents and offering opportunities to participate requires place branders to fully attend to, comprehend and respond to residents’ comments, requests, ideas and feedback. This study reports on how two Nordic cities – Turku and Helsinki – listen to their residents. The data used comprise face-to-face interviews, telephone and e-mail conversations and documentary material. Findings Residents should not be considered as one homogeneous target; participation options and channels should be adapted to the demographics and geographic issues of the different regions and resident groups. Research limitations/implications The role of residents and the importance of listening are crucial features in the emerging concept of inclusive place branding (Kavaratzis et al., 2017); its future conceptual development could benefit from the case examples at hand. Practical implications City authorities should listen to residents and provide them with opportunities to actively contribute to decision-making. Other cities could learn from the examples introduced in the paper. Originality/value This paper documents two Nordic examples of cities putting into practice a policy of listening to the residents, a previously neglected research area.

scholarly journals The Implementation of Teaching and Learning for Islamic Education Subject (Fiqh) based on Cognitive Developmental Psychology Levels in Madrasah Tsanawiyah Negeri (MTs N) Malang 1

2018 ◽  
Vol 7 (3.30) ◽  
pp. 265 ◽  
Author(s):  
Rohana Dwi Kartikawati ◽  
. . ◽  
. .
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Developmental Psychology ◽  
Islamic Education ◽  
Learning Technology ◽  
Cooperative Model ◽  
Islamic Studies ◽  
Cooperative Models ◽  
Western Perspective

The object of education is human being. Undersanding student developmental psychology is essential in teaching and learning process. The research entitled “The Implementation of Teaching and Learning for Islamic Education Subject (Fiqh) Based on Cognitive Developmental Psychology Levels In MTsN Malang 1” is intentionally aimed to explore how the teaching and learning on Islamic studies (Fiqh) could be implemented by considering the students developmental psychology.  This is descriptive qualitative research utilizing two perspectives as theoretical bases, Islamic perspective refers to Prophet Muhammad theory, and western perspective refers to Jean Piaget and Lev Vygotsky theories. The research begins by finding the problems, then breaking theories down to be reasearch instrument and comparing it as applied in model school, MTsN Malang 1. The result, based on both Islamic and western perspective theories, shows supports. Teaching and learning process are considered to implement interactive and cooperative models. Interactive model is implemented by utilizing learning technology such as LCD-projector and computer to show audio-visual contents, quiz creator and edmodo. And cooperative model is implemented not only by learning technology, but also language development applied in mapping and presentation set. Analysis result shows that teaching and learning based on cognitive developmental levels gives more understanding for most students’ proved by students’ interest and excellent score. The novelty is that the research used developmental psychology which specified on cognitive to be applied in Islamic Education subject (Fiqh).  

scholarly journals Bibliometric Analysis of Research on Peer Feedback in Teaching and Learning

2021 ◽  
Vol 29 (3) ◽  
Author(s):  
Catherine Nguoi Chui Lam ◽  
Hadina Habil
Keyword(s):  
Teaching And Learning ◽  
Peer Feedback ◽  
Research Area ◽  
Future Research ◽  
Bibliometric Indicators ◽  
Central Focus ◽  
Scopus Database ◽  
Bibliometric Approach ◽  
Productive Authors

A growing body of literature has highlighted the pivotal role of peer feedback in teaching and learning. However, a paucity of studies explore the trend of literature in this research area, particularly using a bibliometric approach. Therefore, this study was conducted to reveal the major trends in the research area and construct an intellectual landscape of the relevant studies in the field. Bibliometric details of a total of 276 research articles, published from 1985 to 2020 (August), were retrieved from the Scopus database for further analysis. In particular, the publication trend, the most productive countries, the most productive authors, the top ten source titles, and keyword used in the research area, were explored using bibliometric indicators. The rapid growth of publications on peer feedback was observed since 2010, with a sharp peak noted in 2019. Furthermore, writing context was found as the central focus of peer feedback research. Among others, three key themes that surfaced out of term-occurrence analysis included: impacts/effects of using peer feedback approach, sub-themes concerning peer feedback implementation, and peer feedback in writing context. Additionally, from the review of 30 top-cited publications, 3 prominent themes: effects of using peer feedback approach, effective or ineffective peer feedback, and potential challenges or issues in peer feedback implementation emerged. Based on the findings, this paper concludes with some recommended avenues for future research.

Does context shape comprehension: evaluating the influence of presentation on inquiry strategies in science learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lindsay Portnoy ◽  
Talia Lemberger
Keyword(s):  
Prior Knowledge ◽  
Science Learning ◽  
Scientific Information ◽  
Approaches To Learning ◽  
Knowledge Retention ◽  
Scientific Concept ◽  
Distractor Task ◽  
Science Content ◽  
Content Type

Purpose Approaches to learning have the ability to influence knowledge acquisition, comprehension, retention and even motivation to learn. Previous work indicates that despite age, experience, or prior knowledge, students have a tendency to approach learning differently as a function of the presented content. The purpose of this study is to explore how context influences student approaches to learning science. Design/methodology/approach The authors adopt a question-asking methodology to evaluate if approaches to learning the same science content vary when presented within the context of Pure Science or the History of Science. Findings Results indicate that contextualizing the presentation of science content, shifts the approaches students take in attempting to learn science content as evidenced by the questions they ask to deepen their understanding. Additional variables of prior experience with each scientific concept, task persistence at a distractor task and later recall of the presented concepts were related to different inquiry strategies. Research limitations/implications Implications for instructional design and pedagogy are discussed. Practical implications The framework in which scientific information is presented may impact how students modify existing and create a new schema, impacting their beliefs about scientific knowledge and the way in which students question, hypothesize and engage within the domain of science. Social implications By studying the role of inquiry while students engage in science learning, the authors explore the role of context, content and knowledge retention. Originality/value The current study probes at the nature of student questioning and its reliance on the content, context and its relationship to outcome variables such as learning and, perhaps, even persistence as it relates to students’ prior knowledge within content areas which may, in turn, lead to varying levels of student self-efficacy.

Effect of Temporal Arrangement on Multimedia Learning

2018 ◽  
Author(s):  
Victoria Chen
Keyword(s):  
Prior Knowledge ◽  
Cognitive Processing ◽  
Teaching And Learning ◽  
Multimedia Learning ◽  
Primary Source ◽  
Sources Of Information ◽  
Multimedia Teaching ◽  
Text Information ◽  
Source Of Information

The purpose of this study is to examine whether Multimedia learning theory (Mayer, 1997; Schnotz & Kürschner, 2007) holds true when images are the primary source of information and text information is secondary. I will test how temporal arrangement of audio and image presentations affects quality of learning in this situation. I hypothesize that when audio is played before or after the image participants will require increased cognitive processing to mentally integrate the two sources of information resulting in deeper learning and transfer of learning. On the other hand when audio is played while the image is shown, I hypothesize that participants with high prior knowledge of the subject will score lower than participants with low prior knowledge, because prior knowledge will interfere with knowledge from the two sources causing a redundancy effect. This experiment will lead to greater understanding of multimedia teaching and learning in classrooms as well as how it affects deeper learning.

Assessment of Challenges of Teaching and Learning Computer Programming in Tanzanian Higher Education

2019 ◽  
pp. 33-50
Author(s):  
Baraka M. Kagombe ◽  
Michael P. J. Mahenge ◽  
Sotco Claudius Komba ◽  
Safari Timothy Mafu ◽  
Camilius Aloyce Sanga
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
Prior Knowledge ◽  
Research Method ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Experiential Learning Theory ◽  
The University

This chapter emanates from a study which sought to investigate challenges of teaching and learning computer programming in higher education. The study was conducted at Sokoine University of Agriculture. The study had three specific objectives: first, to identify learners' prior knowledge on computer programming at the time of joining the university; second, to investigate learners' self-efficacy in computer programming course; the third objective was to evaluate the learning styles used by learners in the computer programming course. The study adopted a quantitative research method, grounded in experiential learning theory. The data was collected from respondents using questionnaires and the analysis of the data was done using statistical software. The findings indicate that inadequate computer laboratories, lack of competent staff in ICT-based instructional design, inadequate teaching and learning materials, and students' lack of prior knowledge on computer programming at the time of joining the university are the main challenges.

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