Wechselwirkung ist ein zentrales, übergreifendes Konzept im Bereich Ökologie. Nahrungsbeziehungen in Ökosystemen eignen sich besonders, um das Konzept Wechselwirkung in der Sekundarstufe I ...beispielhaft einzuführen. Studien zeigen, dass Lernenden die elaborierte Beschreibung von Nahrungsbeziehungen schwerfällt und sie oftmals nur direkte Wechselwirkungen beschreiben. In der Forschungsliteratur wird ein Bedarf an unterrichtlichen Strategien benannt, mit deren Hilfe Schüler:innen aufbauend auf ihre bisherigen Konzepte fachlich angemessenere entwickeln können und dabei Nahrungsbeziehungen auch als indirekte und zyklische Wechselwirkungen erklären. Das Projekt entwickelt auf Basis von Conceptual Change-Texts ein innovatives Lernmedium: Conceptual Change-Stories. Diese greifen Konstruktionsprinzipien von Conceptual Change-Texts auf, bieten aber durch die narrative Textgestaltung vereinfachte Zugänge zum Verstehen von Nahrungsbeziehungen als Wechsel-wirkungen. In der vorliegenden Studie wird die Wirkung der Conceptual Change-Stories auf die Beschreibungen von Nah-rungsbeziehungen bei Schüler:innen der Klassenstufe 6 untersucht. Die Ergebnisse liefern Anhaltspunkte zur (Weiter-) Entwicklung von Conceptual Change-Stories. Erste Ergebnisse deuten an, dass Conceptual Change-Stories ein geeignetes Lern-medium darstellen können, um Wechselwirkungen im Nahrungsnetz verstehbar zu machen.
•Tested the impact of an estimation game on secondary student learning and motivation.•Found improved climate change knowledge and situated interest compared with a control.•Effects were moderated by ...actively open-minded thinking and individual science interest.•Explored indirect effects of the game through emotion and motivational processes.•Supports the idea that data engagement can support learning, motivation, and action.
National science standards at the secondary level currently recommend that students make sense of data constituting evidence of human-induced climate change; yet, secondary students continue to hold serious misconceptions about the topic. Thus, there is a need to create learning contexts that support climate change understanding, motivation, and data literacy for secondary students. The purpose of this preregistered study was to test an online intervention that presents novel climate change data and uses number-line data visualizations to support climate-change learning and motivation for secondary students. To this end, I conducted an experimental online study with 248 secondary students randomly assigned to either engage with the intervention, the intervention supplemented with number-line visualization feedback, or a control group. Findings revealed that the game conditions improved climate change knowledge and situated interest compared with the control, and knowledge effects were stronger among learners who expressed more openness to reason with belief-discrepant evidence. There were no significant effects of supplementing the game with number line feedback. Exploratory path analyses revealed that there were also indirect effects of the intervention on climate change learning, plausibility, and climate efficacy through epistemic emotions and motivation. Namely, the intervention was linked to these outcomes by decreasing boredom which predicted utility value and science interest. The study contributes to conversations around the role of data-literacy in supporting motivation for science learning and showcases an intervention that can be easily shared online.
In this article, I will use the frame-model to analyze different kinds of concept change. Mainly, I will use frames to distinguish between what I will call
inter-conceptual change
and
...intra-conceptual change
as well as between
conceptual structure change
and
conceptual content change
. Further, I will introduce the notion of
conceptual enrichment
as opposed to conceptual change. To achieve these goals, I will expand the frame-model where necessary and exemplify the proposed extensions by means of a frame-based analysis of John L. Austin’s distinction between constative and performative utterances.
Do children learn number words by associating them with perceptual magnitudes? Recent studies argue that approximate numerical magnitudes play a foundational role in the development of integer ...concepts. Against this, we argue that approximate number representations fail both empirically and in principle to provide the content required of integer concepts. Instead, we suggest that children’s understanding of integer concepts proceeds in two phases. In the first phase, children learn small exact number word meanings by associating words with small sets. In the second phase, children learn the meanings of larger number words by mastering the logic of exact counting algorithms, which implement the successor function and Hume’s principle (that one-to-one correspondence guarantees exact equality). In neither phase do approximate number representations play a foundational role.
A widely accepted hypothesis has emerged in cognitive science that an analog number system supplies the cognitive foundations of human arithmetic ability.We provide evidence from experimental psychology, human history, and the philosophy of mathematics that is difficult to explain on this hypothesis.We describe evidence that acquiring integer concepts depends first on capacity-limit small set representations (for numbers up to ~3–4).Later learning depends crucially on mastery of exact counting algorithms, and on how these algorithms implement logical notions that are defined over words, individuals, and relations between them, but not over analog number representations.Learning to represent integers involves learning how the ordinal structure of counting encodes the successor function, and how counting implements a sequential procedure for evaluating one-to-one correspondence and the equality of sets (i.e., Hume’s principle), which allows children to overcome the capacity limits of parallel computations of one-to-one correspondence that restrict small number word meanings.
Scientific ideas can be difficult to access if they contradict earlier-developed intuitive theories; counterintuitive scientific statements like "bubbles have weight" are verified more slowly and ...less accurately than closely-matched intuitive statements like "bricks have weight" (Shtulman & Valcarcel, 2012). Here, we investigate how context and instruction influences this conflict. In Study 1, college undergraduates (n = 100) verified scientific statements interspersed with images intended to prime either a scientific interpretation of the statements or an intuitive one. Participants primed with scientific images verified counterintuitive statements more accurately, but no more quickly, than those primed with intuitive images. In Study 2, college undergraduates (n = 138) received instruction that affirmed the scientific aspects of the target domain and refuted common misconceptions. Instruction increased the accuracy of participants' responses to counterintuitive statements but not the speed of their responses. Collectively, these findings indicate that scientific interpretations of a domain can be prioritized over intuitive ones but the conflict between science and intuition cannot be eliminated altogether.
This volume investigates the psychogenesis of central historical thinking concepts during the entire schooling phase, describes age-typical characteristics, and attempts to derive generalizable ...developmental patterns from them. To this end, it begins by reviewing the discourse on conceptual change and the empirical evidence on the genesis of historical consciousness, proposes a three-stage conceptual model, and, on this basis, presents an empirical study in which 100 research partners from kindergarten to adulthood were questioned in partially standardized interviews about their historical ideas, interests, and other flanking aspects of historical consciousness. The results were subjected to a complex statistical data analysis.
Der Band fragt nach der Psychogenese zentraler historischer Konzepte während der gesamten Beschulungsphase, beschreibt alterstypische Ausprägungen und versucht daraus generalisierbare Entwicklungsmuster abzuleiten. Hierzu rollte er eingangs den Diskurs zum conceptual change sowie die Empirie zur Genese von Geschichtsbewusstsein auf, schlägt ein dreistufiges Konzeptmodell vor und stellt auf dieser Grundlage eine empirische Studie vor, in der 100 ForschungspartnerInnen vom Kindergarten- bis zum Erwachsenenalter in teilstandardisierten Interviews zu ihren historischen Vorstellungen, Interessen und weiteren flankierenden Aspekten von Geschichtsbewusstsein befragt wurden. Die Ergebnisse wurden einer komplexen statistischen Datenanalyse zugeführt.
Efforts to improve computer science education are underway, and teachers of computer science are challenged in introductory programming courses to help learners develop their understanding of ...programming and computer science. Identifying and addressing students’ misconceptions is a key part of a computer science teacher's competence. However, relevant research on this topic is not as fully developed in the computer science education field as it is in mathematics and science education. In this article, we first review relevant literature on general definitions of misconceptions and studies about students’ misconceptions and other difficulties in introductory programming. Next, we investigate the factors that contribute to the difficulties. Finally, strategies and tools to address difficulties including misconceptions are discussed.
Based on the review of literature, we found that students exhibit various misconceptions and other difficulties in syntactic knowledge, conceptual knowledge, and strategic knowledge. These difficulties experienced by students are related to many factors including unfamiliarity of syntax, natural language, math knowledge, inaccurate mental models, lack of strategies, programming environments, and teachers’ knowledge and instruction. However, many sources of students’ difficulties have connections with students’ prior knowledge. To better understand and address students’ misconceptions and other difficulties, various instructional approaches and tools have been developed. Nevertheless, the dissemination of these approaches and tools has been limited. Thus, first, we suggest enhancing the dissemination of existing tools and approaches and investigating their long-term effects. Second, we recommend that computing education research move beyond documenting misconceptions to address the development of students’ (mis)conceptions by integrating conceptual change theories. Third, we believe that developing and enhancing instructors’ pedagogical content knowledge (PCK), including their knowledge of students’ misconceptions and ability to apply effective instructional approaches and tools to address students’ difficulties, is vital to the success of teaching introductory programming.
The conceptual change approach has been a prevalent theoretical foundation for comprehending students’ acquisition of scientific knowledge. Despite its extensive use, only a limited number of studies ...have employed this framework to examine the effectiveness of game-based learning (GBL). The GBL was utilized to teach 101 middle school students concerning bioaccumulation and biomagnification concepts. Concept cartoons were used for pre- and post-test to assess the extent of conceptual change. Students’ reflections were employed to understand the emotional and social aspects analyzed by content analysis. The result indicated that before engaging in the GBL activity, most students had limited concepts of bioaccumulation (50%) and held partially accurate concepts of bioaccumulation without biomagnification (49%). After learning with the game activity, the students changed their concepts range from limited concepts to accurate concepts of bioaccumulation and biomagnification. The Wilcoxon signed-rank test revealed a significant change (Z = 2850, p ≤ 0.001), with an effect size of 1.00 indicating a large effect. This result provided evidence of the cognitive and the intentional aspects of conceptual change in which students extended their conceptions through GBL experiences. Furthermore, the students reported feeling joyful and expressed positive sentiments toward the learning activity and collaborative work.
Conceptual change (CC) is a learning process in which students’ misconceptions are transformed into more scientific knowledge. The Metacognitive Conceptual Change (MCC) learning model is created by ...incorporating metacognitive skills and motivation elements into the CC model to make it more effective. It is necessary to look into the MCC model’s efficacy in encouraging students’ CC. This study aims to evaluate the MCC model’s effectiveness in improving conceptual changes in students through metacognitive skills, motivation, and scientific knowledge. This study used the experimental method with a one-group pretest-posttest design. The trial subjects were limited to 25 participants, while the broad trial subjects comprised 60 participants. Data was collected from tests, observations, questionnaires, and documentation. Data analysis techniques used in this study were descriptive, qualitative (n-gain test), and quantitative (paired t-test). The results demonstrate that the MCC learning model successfully raises students’ motivation, scientific knowledge, and metacognitive skills (p Sig. 0.05), encouraging the CC process. It is concluded that the MCC learning model effectively improves students’ CC by incorporating scientific knowledge, motivation, and metacognitive skills into instructional decisions. The MCC has practical implications for assessing CC through motivation and metacognitive scaffolding.
The foundations for more advanced mathematics involve a good sense of rational numbers. However, research in cognitive psychology and mathematics education has repeatedly shown that children and even ...adults struggle with understanding different aspects of rational numbers. One frequently raised explanation for these difficulties relates to the natural number bias, i.e., the tendency to inappropriately apply natural number properties to rational number tasks. This contribution reviews the four main areas where systematic errors due to the natural number bias can be found, i.e., their size, operations, representations and density. Next, we discuss the major theoretical frameworks from which rational number understanding is currently investigated. Finally, an overview of the various papers is provided.
PDF
