Learning in Earth and space science: a review of conceptual change instructional approaches

NASA Astrophysics Data System (ADS)

Mills, Reece; Tomas, Louisa; Lewthwaite, Brian

2016-03-01

In response to calls for research into effective instruction in the Earth and space sciences, and to identify directions for future research, this systematic review of the literature explores research into instructional approaches designed to facilitate conceptual change. In total, 52 studies were identified and analyzed. Analysis focused on the general characteristics of the research, the conceptual change instructional approaches that were used, and the methods employed to evaluate the effectiveness of these approaches. The findings of this review support four assertions about the existing research: (1) astronomical phenomena have received greater attention than geological phenomena; (2) most studies have viewed conceptual change from a cognitive perspective only; (3) data about conceptual change were generated pre- and post-intervention only; and (4) the interventions reviewed presented limited opportunities to involve students in the construction and manipulation of multiple representations of the phenomenon being investigated. Based upon these assertions, the authors recommend that new research in the Earth and space science disciplines challenges traditional notions of conceptual change by exploring the role of affective variables on learning, focuses on the learning of geological phenomena through the construction of multiple representations, and employs qualitative data collection throughout the implementation of an instructional approach.

Kuhn and conceptual change: on the analogy between conceptual changes in science and children

NASA Astrophysics Data System (ADS)

Greiffenhagen, Christian; Sherman, Wendy

2008-01-01

This article argues that the analogy between conceptual changes in the history of science and conceptual changes in the development of young children is problematic. We show that the notions of ‘conceptual change’ in Kuhn and Piaget’s projects, the two thinkers whose work is most commonly drawn upon to support this analogy, are not compatible in the sense usually claimed. We contend that Kuhn’s work pertains not so much to the psychology of individual scientists, but to the way philosophers and historians should describe developments in communities of scientists. Furthermore, we argue that the analogy is based on a misunderstanding of the nature of science and the relation between science and common sense. The distinctiveness of the two notions of conceptual change has implications for science education research, since it raises serious questions about the relevance of Kuhn’s remarks for the study of pedagogical issues.

Pattern of students' conceptual change on magnetic field based on students' mental models

NASA Astrophysics Data System (ADS)

Hamid, Rimba; Widodo, Ari; Sopandi, Wahyu

2017-05-01

Students understanding about natural phenomena can be identified by analyzing their mental model. Changes in students' mental model are good indicator of students' conceptual change. This research aims at identifying students' conceptual change by analyzing changes in students' mental model. Participants of the study were twenty five elementary school students. Data were collected through throughout the lessons (prior to the lessons, during the lessons and after the lessons) based on students' written responses and individual interviews. Lessons were designed to facilitate students' conceptual change by allowing students to work in groups of students who have the similar ideas. Therefore, lessons were students-directed. Changes of students' ideas in every stage of the lessons were identified and analyzed. The results showed that there are three patterns of students' mental models, namely type of scientific (44%), analogous to everyday life (52%), and intuitive (4%). Further analyses of the pattern of their conceptual change identifies four different patterns, i.e. consistently correct (20%), consistently incomplete (16%), changing from incorrect to incomplete (8%), changing from incomplete to complete (32%), changing from complete to incorrect (4%), and changing from incorrect to complete (4%). This study suggest that the process of learning science does not move in a linear and progressive ways, rather they move in random and may move backward and forward.

STEM based learning to facilitate middle school students’ conceptual change, creativity and collaboration in organization of living system topic

NASA Astrophysics Data System (ADS)

Rustaman, N. Y.; Afianti, E.; Maryati, S.

2018-05-01

A study using one group pre-post-test experimental design on Life organization system topic was carried out to investigate student’s tendency in learning abstract concept, their creativity and collaboration in designing and producing cell models through STEM-based learning. A number of seventh grade students in Cianjur district were involved as research subjects (n=34). Data were collected using two tier test for tracing changes in student conception before and after the application of STEM-based learning, and rubrics in creativity design (adopted from Torrance) and product on cell models (individually, in group), and rubric for self-assessment and observed skills on collaboration adapted from Marzano’s for life-long learning. Later the data obtained were analyzed qualitatively by interpreting the tendency of data presented in matrix sorted by gender. Research findings showed that the percentage of student’s scientific concept mastery is moderate in general. Their creativity in making a cell model design varied in category (expressing, emergent, excellent, not yet evident). Student’s collaboration varied from excellent, fair, good, less once, to less category in designing cell model. It was found that STEM based learning can facilitate students conceptual change, creativity and collaboration.

Conceptual Change and Education

ERIC Educational Resources Information Center

Vosniadou, Stella

2007-01-01

In order to understand the advanced, scientific concepts of the various disciplines, students cannot rely on the simple memorization of facts. They must learn how to restructure their naive, intuitive theories based on everyday experience and lay culture. In other words, they must undergo profound conceptual change. This type of conceptual change…

Learning in Earth and Space Science: A Review of Conceptual Change Instructional Approaches

ERIC Educational Resources Information Center

Mills, Reece; Tomas, Louisa; Lewthwaite, Brian

2016-01-01

In response to calls for research into effective instruction in the Earth and space sciences, and to identify directions for future research, this systematic review of the literature explores research into instructional approaches designed to facilitate conceptual change. In total, 52 studies were identified and analyzed. Analysis focused on the…

Using Knowledge Building to Foster Conceptual Change

ERIC Educational Resources Information Center

Lee, Chwee Beng; Chai, Ching Sing; Tsai, Chin-Chung; Hong, Huang-Yao

2016-01-01

In recent years, there have been many exchanges of perspectives and debates in the field of conceptual change. Most of the classical views on conceptual change have been criticized, and there have been recent discussions around bridging the cognitive and socio-cultural approaches in the research on conceptual change. On the other hand, researchers…

Level conceptual change pre-service elementary teachers on electric current conceptions through visual multimedia supported conceptual change

NASA Astrophysics Data System (ADS)

Hermita, N.; Suhandi, A.; Syaodih, E.; Samsudin, A.; Marhadi, H.; Sapriadil, S.; Zaenudin, Z.; Rochman, C.; Mansur, M.; Wibowo, F. C.

2018-05-01

Now a day, conceptual change is the most valuable issues in the science education perspective, especially in the elementary education. Researchers have already dialed with the aim of the research to increase level conceptual change process on the electric conceptions through Visual Multimedia Supported Conceptual Change Text (VMMSCCText). We have ever utilized research and development method namely 3D-1I stands for Define, Design, Development, and Implementation. The 27 pre-service elementary teachers were involved in the research. The battery function in circuit electric conception is the futuristic concept which should have been learned by the students. Moreover, the data which was collected reports that static about 0%, disorientation about 0%, reconstruction about 55.6%, and construction about 25.9%. It can be concluded that the implementation of VMMSCCText to pre-service elementary teachers are increased to level conceptual change categories.

A Multivariate Model of Conceptual Change

ERIC Educational Resources Information Center

Taasoobshirazi, Gita; Heddy, Benjamin; Bailey, MarLynn; Farley, John

2016-01-01

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…

Conceptual model for dietary behaviour change at household level: a 'best-fit' qualitative study using primary data.

PubMed

Daivadanam, Meena; Wahlström, Rolf; Ravindran, T K Sundari; Thankappan, K R; Ramanathan, Mala

2014-06-09

Interventions having a strong theoretical basis are more efficacious, providing a strong argument for incorporating theory into intervention planning. The objective of this study was to develop a conceptual model to facilitate the planning of dietary intervention strategies at the household level in rural Kerala. Three focus group discussions and 17 individual interviews were conducted among men and women, aged between 23 and 75 years. An interview guide facilitated the process to understand: 1) feasibility and acceptability of a proposed dietary behaviour change intervention; 2) beliefs about foods, particularly fruits and vegetables; 3) decision-making in households with reference to food choices and access; and 4) to gain insights into the kind of intervention strategies that may be practical at community and household level. The data were analysed using a modified form of qualitative framework analysis, which combined both deductive and inductive reasoning. A priori themes were identified from relevant behaviour change theories using construct definitions, and used to index the meaning units identified from the primary qualitative data. In addition, new themes emerging from the data were included. The associations between the themes were mapped into four main factors and its components, which contributed to construction of the conceptual model. Thirteen of the a priori themes from three behaviour change theories (Trans-theoretical model, Health Belief model and Theory of Planned Behaviour) were confirmed or slightly modified, while four new themes emerged from the data. The conceptual model had four main factors and its components: impact factors (decisional balance, risk perception, attitude); change processes (action-oriented, cognitive); background factors (personal modifiers, societal norms); and overarching factors (accessibility, perceived needs and preferences), built around a three-stage change spiral (pre-contemplation, intention, action). Decisional

How do Small Groups Promote Behaviour Change? An Integrative Conceptual Review of Explanatory Mechanisms.

PubMed

Borek, Aleksandra J; Abraham, Charles

2018-03-01

Small groups are used to promote health, well-being, and personal change by altering members' perceptions, beliefs, expectations, and behaviour patterns. An extensive cross-disciplinary literature has articulated and tested theories explaining how such groups develop, function, and facilitate change. Yet these theoretical understandings are rarely applied in the development, description, and evaluation of health-promotion, group-based, behaviour-change interventions. Medline database, library catalogues, search engines, specific journals and reference lists were searched for relevant texts. Texts were reviewed for explanatory concepts or theories describing change processes in groups, which were integrated into the developing conceptual structure. This was designed to be a parsimonious conceptual framework that could be applied to design and delivery. Five categories of interacting processes and concepts were identified and defined: (1) group development processes, (2) dynamic group processes, (3) social change processes, (4) personal change processes, and (5) group design and operating parameters. Each of these categories encompasses a variety of theorised mechanisms explaining individual change in small groups. The final conceptual model, together with the design issues and practical recommendations derived from it, provides a practical basis for linking research and theory explaining group functioning to optimal design of group-based, behaviour-change interventions. © 2018 The Authors. Applied Psychology: Health and Well-Being published by John Wiley & Sons Ltd on behalf of International Association of Applied Psychology.

A Structural Equation Model of Conceptual Change in Physics

ERIC Educational Resources Information Center

Taasoobshirazi, Gita; Sinatra, Gale M.

2011-01-01

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…

Enhancing conceptual change using argumentative essays

NASA Astrophysics Data System (ADS)

Kalman, Calvin S.; Rohar, Shelley; Wells, David

2004-05-01

We show the utility of following up collaborative group work with written exercises. In a previous paper we discussed promoting conceptual change using collaborative group exercises in a manner based on the notion of conceptual conflict developed by Hewson and Hewson in which representatives of differing viewpoints debate their outlook. In this paper, we describe an enhancement of this method based on Feyerabend's principle of counterinduction—the process by which one theory or idea is used to affect change in its rival. Students were required to follow up the conceptual conflict exercises with a written critique. Evaluations were done using the same enhanced version of the force concept inventory as administered to the students in the previous study.

Investigating grounded conceptualization: motor system state-dependence facilitates familiarity judgments of novel tools.

PubMed

Matheson, Heath E; Familiar, Ariana M; Thompson-Schill, Sharon L

2018-03-02

Theories of embodied cognition propose that we recognize tools in part by reactivating sensorimotor representations of tool use in a process of simulation. If motor simulations play a causal role in tool recognition then performing a concurrent motor task should differentially modulate recognition of experienced vs. non-experienced tools. We sought to test the hypothesis that an incompatible concurrent motor task modulates conceptual processing of learned vs. non-learned objects by directly manipulating the embodied experience of participants. We trained one group to use a set of novel, 3-D printed tools under the pretense that they were preparing for an archeological expedition to Mars (manipulation group); we trained a second group to report declarative information about how the tools are stored (storage group). With this design, familiarity and visual attention to different object parts was similar for both groups, though their qualitative interactions differed. After learning, participants made familiarity judgments of auditorily presented tool names while performing a concurrent motor task or simply sitting at rest. We showed that familiarity judgments were facilitated by motor state-dependence; specifically, in the manipulation group, familiarity was facilitated by a concurrent motor task, whereas in the spatial group familiarity was facilitated while sitting at rest. These results are the first to directly show that manipulation experience differentially modulates conceptual processing of familiar vs. unfamiliar objects, suggesting that embodied representations contribute to recognizing tools.

Conceptual model for dietary behaviour change at household level: a ‘best-fit’ qualitative study using primary data

PubMed Central

2014-01-01

Background Interventions having a strong theoretical basis are more efficacious, providing a strong argument for incorporating theory into intervention planning. The objective of this study was to develop a conceptual model to facilitate the planning of dietary intervention strategies at the household level in rural Kerala. Methods Three focus group discussions and 17 individual interviews were conducted among men and women, aged between 23 and 75 years. An interview guide facilitated the process to understand: 1) feasibility and acceptability of a proposed dietary behaviour change intervention; 2) beliefs about foods, particularly fruits and vegetables; 3) decision-making in households with reference to food choices and access; and 4) to gain insights into the kind of intervention strategies that may be practical at community and household level. The data were analysed using a modified form of qualitative framework analysis, which combined both deductive and inductive reasoning. A priori themes were identified from relevant behaviour change theories using construct definitions, and used to index the meaning units identified from the primary qualitative data. In addition, new themes emerging from the data were included. The associations between the themes were mapped into four main factors and its components, which contributed to construction of the conceptual model. Results Thirteen of the a priori themes from three behaviour change theories (Trans-theoretical model, Health Belief model and Theory of Planned Behaviour) were confirmed or slightly modified, while four new themes emerged from the data. The conceptual model had four main factors and its components: impact factors (decisional balance, risk perception, attitude); change processes (action-oriented, cognitive); background factors (personal modifiers, societal norms); and overarching factors (accessibility, perceived needs and preferences), built around a three-stage change spiral (pre

Changing Attitudes, Changing Behaviors. Conceptual Change as a Model for Teaching Freedom of Religion or Belief

ERIC Educational Resources Information Center

Rea-Ramirez, Mary Anne; Ramirez, Tina M.

2017-01-01

Purpose: The purpose is to demonstrate that conceptual change theory and strategies can be applied to areas of the social science, such as human rights education on FORB. Design/methodology/approach: The theoretical scope of this paper is conceptual change theory and is intended to introduce the theory and practice of conceptual change in teaching…

Towards to an Explanation for Conceptual Change: A Mechanistic Alternative

ERIC Educational Resources Information Center

Rusanen, Anna-Mari

2014-01-01

Conceptual change is one of the most studied fields in science education and psychology of learning. However, there are still some foundational issues in conceptual change research on which no clear consensus has emerged. Firstly, there is no agreement on what changes in belief and concept systems constitute conceptual change and what changes do…

A multidimensional framework of conceptual change for developing chemical equilibrium learning

NASA Astrophysics Data System (ADS)

Chanyoo, Wassana; Suwannoi, Paisan; Treagust, David F.

2018-01-01

The purposes of this research is to investigate the existing chemical equilibrium lessons in Thailand based on the multidimensional framework of conceptual change, to determine how the existing lessons could enhance students' conceptual change. This research was conducted based on qualitative perspective. Document, observations and interviews were used to collect data. To comprehend all students conceptions, diagnostic tests were applied comprised of The Chemical Equilibrium Diagnostic Test (the CEDT) and The Chemical Equilibrium Test for Reveal Conceptual Change (the CETforRCC). In addition, to study students' motivations, the Motivated Strategies for Learning Questionnaire (the MSLQ) and students' task engagement were applied. Following each perspective of conceptual change - ontological, epistemological, and social/affective - the result showed that the existing chemical equilibrium unit did not enhance students' conceptual change, and some issues were found. The problems obstructed students conceptual change should be remedy under the multidimensional framework of conceptual change. Finally, some suggestions were provided to enhance students' conceptual change in chemical equilibrium effectively

Learner factors associated with radical conceptual change among undergraduates

NASA Astrophysics Data System (ADS)

Olson, Joanne Kay

Students frequently enter learning situations with knowledge inconsistent with scientific views. One goal of science instruction is to enable students to construct scientifically accepted ideas while rejecting inaccurate constructs. This process is called conceptual change. This study examined factors associated with students at three levels of conceptual change to elucidate possible influences on the conceptual change process. Factors studied included motivation (including utility value, interest, attainment value, mood, self efficacy, and task difficulty), prior experiences with science, perceptions of the nature of science, connections to objects or events outside the classroom, and specific activities that helped students learn. Four science classes for undergraduate preservice elementary teachers participated in the study, conducted during a three week unit on electricity. Data sources included concept maps, drawings, reflective journal entries, quizzes, a science autobiography assignment, and interviews. Concept maps, drawings, and quizzes were analyzed, and students were placed into high, moderate, and low conceptual change groups. Of the ninety-eight students in the study, fifty-seven were interviewed. Perhaps the most important finding of this study relates to the assessment of conceptual change. Interviews were conducted two months after the unit, and many items on the concept maps had decayed from students' memories. This indicates that time is an important factor. In addition, interview-derived data demonstrated conceptual change levels; concept maps were insufficient to indicate the depth of students' understanding. Factors associated with conceptual change include self efficacy and interest in topic. In addition, moderate conceptual change students cited specific activities as having helped them learn. Low and high students focused on the method of instruction rather than specific activities. Factors not found to be associated with conceptual change

Using the Conceptual Change Instruction To Improve Learning.

ERIC Educational Resources Information Center

Alparslan, Cem; Tekkaya, Ceren; Geban, Omer

2003-01-01

Investigates the effect of conceptual change instruction on grade 11 students' understanding of respiration. The Respiration Concept Test was developed and used to test students' misconceptions. Results indicate that the conceptual change instruction that explicitly addressed students' misconceptions produced significantly greater achievement in…

Plausibility Judgments in Conceptual Change and Epistemic Cognition

ERIC Educational Resources Information Center

Lombardi, Doug; Nussbaum, E. Michael; Sinatra, Gale M.

2016-01-01

Plausibility judgments rarely have been addressed empirically in conceptual change research. Recent research, however, suggests that these judgments may be pivotal to conceptual change about certain topics where a gap exists between what scientists and laypersons find plausible. Based on a philosophical and empirical foundation, this article…

Enhancing climate literacy through the use of an interdisciplinary global change framework and conceptual models

NASA Astrophysics Data System (ADS)

Bean, J. R.; Zoehfeld, K.; Mitchell, K.; Levine, J.; White, L. D.

2016-12-01

Understanding climate change and how to mitigate the causes and consequences of anthropogenic activities are essential components of the Next Generations Science Standards. To comprehend climate change today and why current rates and magnitudes of change are of concern, students must understand the various factors that drive Earth system processes and also how they interrelate. The Understanding Global Change web resource in development from the UC Museum of Paleontology will provide science educators with a conceptual framework, graphical models, lessons, and assessment templates for teaching NGSS aligned, interdisciplinary, climate change curricula. To facilitate students learning about the Earth as a dynamic, interacting system of ongoing processes, the Understanding Global Change site will provide explicit conceptual links for the causes of climate change (e.g., burning of fossil fuels, deforestation), Earth system processes (e.g., Earth's energy budget, water cycle), and the changes scientists measure in the Earth system (e.g., temperature, precipitation). The conceptual links among topics will be presented in a series of storyboards that visually represent relationships and feedbacks among components of the Earth system and will provide teachers with guides for implementing NGSS-aligned climate change instruction that addresses physical science, life sciences, Earth and space science, and engineering performance expectations. These visualization and instructional methods are used by teachers during professional development programs at UC Berkeley and the Smithsonian National Museum of Natural History and are being tested in San Francisco Bay Area classrooms.

A conceptual model to facilitate amphibian conservation in the northern Great Plains

USGS Publications Warehouse

Mushnet, David M.; Euliss, Ned H.; Stockwell, Craig A.

2012-01-01

As pressures on agricultural landscapes to meet worldwide resource needs increase, amphibian populations face numerous threats including habitat destruction, chemical contaminants, disease outbreaks, wetland sedimentation, and synergistic effects of these perturbations. To facilitate conservation planning, we developed a conceptual model depicting elements critical for amphibian conservation in the northern Great Plains. First, we linked upland, wetland, and landscape features to specific ecological attributes. Ecological attributes included adult survival; reproduction and survival to metamorphosis; and successful dispersal and recolonization. Second, we linked ecosystem drivers, ecosystem stressors, and ecological effects of the region to each ecological attribute. Lastly, we summarized information on these ecological attributes and the drivers, stressors, and effects that work in concert to influence the maintenance of viable and genetically diverse amphibian populations in the northern Great Plains. While our focus was on the northern Great Plains, our conceptual model can be tailored to other geographic regions and taxa.

The Influence of Approach and Avoidance Goals on Conceptual Change

ERIC Educational Resources Information Center

Johnson, Marcus Lee; Sinatra, Gale M.

2014-01-01

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…

Conceptual Change and Physics Instruction: A Longitudinal Study.

ERIC Educational Resources Information Center

Searle, Peter; Gunstone, Richard F.

This paper reports an action study of conceptual change in mechanics using an instructional strategy based on a constructivist view of learning. The aims of the study were to determine: (1) what effect the instructional strategy had on achieving conceptual change; (2) what devices or strategies students used in their attempts to understand…

Using inquiry-based instruction with Web-based data archives to facilitate conceptual change about tides among preservice teachers

NASA Astrophysics Data System (ADS)

Ucar, Sedat

understanding. Also, after completion of the inquiry-based and technology-enhanced instruction, some preservice teachers were likely to continue to hold the conception that the rotation of the moon around the Earth during one 24-hour period causes the tides to move with the moon. The findings of the study provide evidence that inquiry-based and technology-enhanced instruction utilizing Web-based archived data sources can be used to promoting conceptual change among preservice teachers.

Conceptual change strategies in teaching genetics

NASA Astrophysics Data System (ADS)

Batzli, Laura Elizabeth

The purpose of this study was to evaluate the effectiveness of utilizing conceptual change strategies when teaching high school genetics. The study examined the effects of structuring instruction to provide students with cognitive situations which promote conceptual change, specifically instruction was structured to elicit students' prior knowledge. The goal of the study was that the students would not only be able to solve genetics problems and define basic terminology but they would also have constructed more scientific schemas of the actual processes involved in inheritance. This study is based on the constructivist theory of learning and conceptual change research which suggest that students are actively involved in the process of relating new information to prior knowledge as they construct new knowledge. Two sections of biology II classes received inquiry based instruction and participated in structured cooperative learning groups. However, the unique difference in the treatment group's instruction was the use of structured thought time and the resulting social interaction between the students. The treatment group students' instructional design allowed students to socially construct their cognitive knowledge after elicitation of their prior knowledge. In contrast, the instructional design for the control group students allowed them to socially construct their cognitive knowledge of genetics without the individually structured thought time. The results indicated that the conceptual change strategies with individually structured thought time improved the students' scientific mastery of genetics concepts and they maintained fewer post instructional alternative conceptions. Although all students gained the ability to correctly solve genetics problems, the treatment group students were able to explain the processes involved in terms of meiosis. The treatment group students were also able to better apply their knowledge to novel genetic situations. The implications

Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners

NASA Astrophysics Data System (ADS)

Novak, Joseph D.

2002-07-01

The construction and reconstruction of meanings by learners requires that they actively seek to integrate new knowledge with knowledge already in their cognitive structure. Ausubel's assimilation theory of cognitive learning has been shown to be effective in guiding research and instructional design to facilitate meaningful learning (Ausubel, The psychology of meaningful verbal learning, New York: Grune and Stratton, 1963; Educational psychology: A cognitive view, New York: Holt, Rinehart and Winston, 1968; The acquisition and retention of knowledge, Dordrecht: Kluwer, 2000). Gowin's Vee heuristic has been employed effectively to aid teachers and students in understanding the constructed nature of knowledge (Gowin, Educating, Ithaca, NY: Cornell University Press, 1981). Situated learning occurs when learning is by rote or at a lower level of meaningful learning. Concept mapping has been used effectively to aid meaningful learning with resulting modification of student's knowledge structures. When these knowledge structures are limited or faulty in some way, they may be referred to as Limited or Inappropriate Propositional Hierarchies (LIPH's). Conceptual change, or more accurately conceptual reconstrution, requires meaningful learning to modify LIPH's. Collaborative group learning facilitates meaningful learning and new knowledge construction. World-wide economic changes are forcing major changes in business and industry placing a premium on the power and value of knowledge and new knowledge production. These changes require changes in school and university education that centers on the nature and power of meaningful learning. New computer tools are available to facilitate teaching activities targeted at modifying LIPH's, and aiding meaningful learning in general.

Detecting hydrological changes through conceptual model

NASA Astrophysics Data System (ADS)

Viola, Francesco; Caracciolo, Domenico; Pumo, Dario; Francipane, Antonio; Valerio Noto, Leonardo

2015-04-01

Natural changes and human modifications in hydrological systems coevolve and interact in a coupled and interlinked way. If, on one hand, climatic changes are stochastic, non-steady, and affect the hydrological systems, on the other hand, human-induced changes due to over-exploitation of soils and water resources modifies the natural landscape, water fluxes and its partitioning. Indeed, the traditional assumption of static systems in hydrological analysis, which has been adopted for long time, fails whenever transient climatic conditions and/or land use changes occur. Time series analysis is a way to explore environmental changes together with societal changes; unfortunately, the not distinguishability between causes restrict the scope of this method. In order to overcome this limitation, it is possible to couple time series analysis with an opportune hydrological model, such as a conceptual hydrological model, which offers a schematization of complex dynamics acting within a basin. Assuming that model parameters represent morphological basin characteristics and that calibration is a way to detect hydrological signature at a specific moment, it is possible to argue that calibrating the model over different time windows could be a method for detecting potential hydrological changes. In order to test the capabilities of a conceptual model in detecting hydrological changes, this work presents different "in silico" experiments. A synthetic-basin is forced with an ensemble of possible future scenarios generated with a stochastic weather generator able to simulate steady and non-steady climatic conditions. The experiments refer to Mediterranean climate, which is characterized by marked seasonality, and consider the outcomes of the IPCC 5th report for describing climate evolution in the next century. In particular, in order to generate future climate change scenarios, a stochastic downscaling in space and time is carried out using realizations of an ensemble of General

To master or perform? Exploring relations between achievement goals and conceptual change learning.

PubMed

Ranellucci, John; Muis, Krista R; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M

2013-09-01

Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mechanics, and then reported their achievement goals and participated in think-aloud protocols while reading Newtonian physics texts. A mastery-approach goal orientation positively predicted deep processing strategies, shallow processing strategies, and conceptual change. In contrast, a performance-approach goal orientation did not predict either of the processing strategies, but negatively predicted conceptual change. A performance-avoidance goal orientation negatively predicted deep processing strategies and conceptual change. Moreover, deep and shallow processing strategies positively predicted conceptual change as well as recall. Finally, both deep and shallow processing strategies mediated relations between mastery-approach goals and conceptual change. Results provide some support for Dole and Sinatra's (1998) Cognitive Reconstruction of Knowledge Model of conceptual change but also challenge specific facets with regard to the role of depth of processing in conceptual change. © 2012 The British Psychological Society.

Using critical evaluation to reappraise plausibility judgments: A critical cognitive component of conceptual change

NASA Astrophysics Data System (ADS)

Lombardi, D.

2011-12-01

Plausibility judgments-although well represented in conceptual change theories (see, for example, Chi, 2005; diSessa, 1993; Dole & Sinatra, 1998; Posner et al., 1982)-have received little empirical attention until our recent work investigating teachers' and students' understanding of and perceptions about human-induced climate change (Lombardi & Sinatra, 2010, 2011). In our first study with undergraduate students, we found that greater plausibility perceptions of human-induced climate accounted for significantly greater understanding of weather and climate distinctions after instruction, even after accounting for students' prior knowledge (Lombardi & Sinatra, 2010). In a follow-up study with inservice science and preservice elementary teachers, we showed that anger about the topic of climate change and teaching about climate change was significantly related to implausible perceptions about human-induced climate change (Lombardi & Sinatra, 2011). Results from our recent studies helped to inform our development of a model of the role of plausibility judgments in conceptual change situations. The model applies to situations involving cognitive dissonance, where background knowledge conflicts with an incoming message. In such situations, we define plausibility as a judgment on the relative potential truthfulness of incoming information compared to one's existing mental representations (Rescher, 1976). Students may not consciously think when making plausibility judgments, expending only minimal mental effort in what is referred to as an automatic cognitive process (Stanovich, 2009). However, well-designed instruction could facilitate students' reappraisal of plausibility judgments in more effortful and conscious cognitive processing. Critical evaluation specifically may be one effective method to promote plausibility reappraisal in a classroom setting (Lombardi & Sinatra, in progress). In science education, critical evaluation involves the analysis of how evidentiary

Conceptual Teaching Based on Scientific Storyline Method and Conceptual Change Texts: Latitude-Parallel Concepts

ERIC Educational Resources Information Center

Uzunöz, Abdulkadir

2018-01-01

The purpose of this study is to identify the conceptual mistakes frequently encountered in teaching geography such as latitude-parallel concepts, and to prepare conceptual change text based on the Scientific Storyline Method, in order to resolve the identified misconceptions. In this study, the special case method, which is one of the qualitative…

Conceptual Model of Climate Change Impacts at LANL

DOE Office of Scientific and Technical Information (OSTI.GOV)

Dewart, Jean Marie

Goal 9 of the LANL FY15 Site Sustainability Plan (LANL 2014a) addresses Climate Change Adaptation. As part of Goal 9, the plan reviews many of the individual programs the Laboratory has initiated over the past 20 years to address climate change impacts to LANL (e.g. Wildland Fire Management Plan, Forest Management Plan, etc.). However, at that time, LANL did not yet have a comprehensive approach to climate change adaptation. To fill this gap, the FY15 Work Plan for the LANL Long Term Strategy for Environmental Stewardship and Sustainability (LANL 2015) included a goal of (1) establishing a comprehensive conceptual modelmore » of climate change impacts at LANL and (2) establishing specific climate change indices to measure climate change and impacts at Los Alamos. Establishing a conceptual model of climate change impacts will demonstrate that the Laboratory is addressing climate change impacts in a comprehensive manner. This paper fulfills the requirement of goal 1. The establishment of specific indices of climate change at Los Alamos (goal 2), will improve our ability to determine climate change vulnerabilities and assess risk. Future work will include prioritizing risks, evaluating options/technologies/costs, and where appropriate, taking actions. To develop a comprehensive conceptual model of climate change impacts, we selected the framework provided in the National Oceanic and Atmospheric Administration (NOAA) Climate Resilience Toolkit (http://toolkit.climate.gov/).« less

Student beliefs and learning environments: Developing a survey of factors related to conceptual change

NASA Astrophysics Data System (ADS)

Hanrahan, Mary

1994-12-01

This paper presents a model for the type of classroom environment believed to facilitate scientific conceptual change. A survey based on this model contains items about students' motivational beliefs, their study approach and their perceptions of their teacher's actions and learning goal orientation. Results obtained from factor analyses, correlations and analyses of variance, based on responses from 113 students, suggest that an empowering interpersonal teacher-student relationship is related to a deep approach to learning, a positive attitude to science, and positive self-efficacy beliefs, and may be increased by a constructivist approach to teaching.

Facilitating Youth to Take Sustainability Actions: The Potential of Peer Education

ERIC Educational Resources Information Center

de Vreede, Catherine; Warner, Alan; Pitter, Robert

2014-01-01

Peer education is an understudied yet valuable strategy for sustainability educators in shifting youth to take action for sustainability. This case study conceptualizes the change process in facilitating youth to take sustainability actions, and explores the benefits, dynamics, and challenges of peer education as a strategy in facilitating change.…

Using concept mapping for assessing and promoting relational conceptual change in science

NASA Astrophysics Data System (ADS)

Liu, Xiufeng

2004-05-01

In this article, we adopted the relational conceptual change as our theoretical framework to accommodate current views of conceptual change such as ontological beliefs, epistemological commitment, and social/affective contexts commonly mentioned in the literature. We used a specific concept mapping format and process - digraphs and digraphing - as an operational framework for assessing and promoting relational conceptual change. We wanted to find out how concept mapping can be used to account for relational conceptual change. We collected data from a Grade 12 chemistry class using collaborative computerized concept mapping on an ongoing basis during a unit of instruction. Analysis of progressive concept maps and interview transcripts of representative students and the teacher showed that ongoing and collaborative computerized concept mapping is able to account for student conceptual change in ontological, epistemological, and social/affective domains.

The Role of Facial Microexpression State (FMES) Change in the Process of Conceptual Conflict

ERIC Educational Resources Information Center

Chiu, Mei-Hung; Chou, Chin-Cheng; Wu, Wen-Lung; Liaw, Hongming

2014-01-01

This paper explores whether facial microexpression state (FMES) changes can be used to identify moments of conceptual conflict, one of the pathways to conceptual change. It is known that when the preconditions of conceptual conflicts are met and conceptual conflicts are detected in students, it is then possible for conceptual change to take place.…

It's Time for a Conceptual Change.

ERIC Educational Resources Information Center

Hausfather, Samuel J.

1992-01-01

Conceptual change teaching is an instructional method that helps students modify, extend, or exchange their alternative conceptions for the appropriate scientific conceptions. Provides activities and a diagnostic test to apply the method to the concepts of heat and temperature. (MDH)

A Lakatosian Conceptual Change Teaching Strategy Based on Student Ability to Build Models with Varying Degrees of Conceptual Understanding of Chemical Equilibrium

NASA Astrophysics Data System (ADS)

Niaz, M.

The main objective of this study is to construct a Lakatosian teaching strategy that can facilitate conceptual change in students'' understanding of chemical equilibrium. The strategy is based on the premise that cognitive conflicts must have been engendered by the students themselves in trying to cope with different problem solving strategies. Results obtained (based on Venezuelan freshman students) show that the performance of the experimental group of students was generally better (especially on the immediate post tests) than that of the control group. It is concluded that a conceptual change teaching strategy must take into consideration the following aspects: a) core beliefs of the students in the topic (cf. ''hard core'', Lakatos 1970); b) exploration of the relationship between core beliefs and student alternative conceptions (misconceptions); c) cognitive complexity of the core belief can be broken down into a series of related and probing questions; d) students resist changes in their core beliefs by postulating ''auxiliary hypotheses'' in order to resolve their contradictions; e) students'' responses based on their alternative conceptions must be considered not as wrong, but rather as models, perhaps in the same sense as used by scientists to break the complexity of a problem; and f) students'' misconceptions be considered as alternative conceptions (theories) that compete with the present scientific theories and at times recapitulate theories scientists held in the past.

The influence of formative assessments on student motivation, achievement, and conceptual change

NASA Astrophysics Data System (ADS)

Yin, Yue

2005-07-01

This study connected research on formative assessment, motivation, and conceptual change. In particular, it examined three research questions: (1) Can formative assessment improve students' motivational beliefs? (2) Can formative assessment improve students' achievement in science and bring about conceptual change? and (3) Are students' science achievement and conceptual change correlated with their motivational beliefs? Formative assessment in this study refers to assessments embedded in an inquiry-based curriculum. To answer those questions, a randomized experiment was conducted. One thousand and two 6th or 7th graders of 12 teachers in 12 different schools in six states participated in the study. The 12 teachers were matched in pairs and randomly assigned to the experimental and control group. The experimental group employed embedded formative assessments while teaching a science curriculum unit and the control group taught the same unit without formative assessments. All the students were given a motivation survey and one or more achievement tests at pre- and posttest. By comparing the experimental and control students' motivation and achievement scores at pretest and posttest, I examined whether the formative assessment treatment affected students' motivation, learning, and conceptual change. By correlating students' posttest motivation, achievement as well as conceptual change scores, I examined whether students' motivation was related to their achievement and conceptual change. Analyses indicated that, the embedded assessments used by the experimental group did not significantly influence students' motivation, achievement, or conceptual change compared to students in the control group. Most motivation beliefs were correlated with students' achievement in a way similar to what has been reported in the literature. They were not correlated with students' conceptual change scores as hypothesized. Teachers, as well as some contextual factors associated with

How Does Learning in Leadership Work? A Conceptual Change Perspective

ERIC Educational Resources Information Center

Grimes, Matthew W.

2015-01-01

As the field of leadership education continues to prioritize learning in leadership, it is important to ask the question: What do we know about the learning process itself? Conceptual change, a learning framework used in educational psychology, can help to explain learning in leadership. Research on conceptual change in the social sciences is…

An Overview of Conceptual Change Theories

ERIC Educational Resources Information Center

Özdemir, Gökhan; Clark, Douglas B.

2007-01-01

Conceptual change researchers have made significant progress on two prominent but competing theoretical perspectives regarding knowledge structure coherence. These perspectives can be broadly characterized as (1) knowledge-as-theory perspectives and (2) knowledge-as-elements perspectives. These perspectives can be briefly summarized in terms of…

Facilitators for practice change in Spanish community pharmacy.

PubMed

Gastelurrutia, Miguel A; Benrimoj, S I Charlie; Castrillon, Carla C; de Amezua, María J Casado; Fernandez-Llimos, Fernando; Faus, Maria J

2009-02-01

To identify and prioritise facilitators for practice change in Spanish community pharmacy. Spanish community pharmacies. Qualitative study. Thirty-three semi-structured interviews were conducted with community pharmacists (n = 15) and pharmacy strategists (n = 18), and the results were examined using the content analysis method. In addition, two nominal groups (seven community pharmacists and seven strategists) were formed to identify and prioritise facilitators. Results of both techniques were then triangulated. Facilitators for practice change. Twelve facilitators were identified and grouped into four domains (D1: Pharmacist; D2: Pharmacy as an organisation; D3: Pharmaceutical profession; D4: Miscellaneous). Facilitators identified in D1 include: the need for more clinical education at both pre- and post-graduate levels; the need for clearer and unequivocal messages from professional leaders about the future of the professional practice; and the need for a change in pharmacists' attitudes. Facilitators in D2 are: the need to change the reimbursement system to accommodate cognitive service delivery as well as dispensing; and the need to change the front office of pharmacies. Facilitators identified in D3 are: the need for the Spanish National Professional Association to take a leadership role in the implementation of cognitive services; the need to reduce administrative workload; and the need for universities to reduce the gap between education and research. Other facilitators identified in this study include: the need to increase patients' demand for cognitive services at pharmacies; the need to improve pharmacist-physician relationships; the need for support from health care authorities; and the need for improved marketing of cognitive services and their benefits to society, including physicians and health care authorities. Twelve facilitators were identified. Strategists considered clinical education and pharmacists' attitude as the most important, and

A conceptual change analysis of nature of science conceptions: The deep roots and entangled vines of a conceptual ecology

NASA Astrophysics Data System (ADS)

Johnston, Adam Thomas

This research used theories of conceptual change to analyze learners' understandings of the nature of science (NOS). Ideas regarding the NOS have been advocated as vital aspects of science literacy, yet learners at many levels (students and teachers) have difficulty in understanding these aspects in the way that science literacy reforms advocate. Although previous research has shown the inadequacies in learners' NOS understandings and have documented ways by which to improve some of these understandings, little has been done to show how these ideas develop and why learners' preexisting conceptions of NOS are so resistant to conceptual change. The premise of this study, then, was to describe the nature of NOS conceptions and of the conceptual change process itself by deeply analyzing the conceptions of individual learners. Toward this end, 4 individuals enrolled in a physical science course designed for preservice elementary teachers were selected to participate in a qualitative research study. These individuals answered questionnaires, surveys, direct interview questions, and a variety of interview probes (e.g., critical incidents, responses to readings/videos, reflections on coursework, card sorting tasks, etc.) which were administered throughout the duration of a semester. By utilizing these in-depth, qualitative probes, learners' conceptions were not only assessed but also described in great detail, revealing the source of their conceptions as well as identifying many instances in which a learner's directly stated conception was contradictory to that which was reflected by more indirect probes. As a result of this research, implications regarding NOS conceptions and their development have been described. In addition, various descriptions of conceptual change have been further refined and informed. Especially notable, the influence of a learner's conceptual ecology and its extrarational influences on conceptual change have been highlighted. It is argued that

Partners in health: a conceptual framework for the role of community health workers in facilitating patients' adoption of healthy behaviors.

PubMed

Katigbak, Carina; Van Devanter, Nancy; Islam, Nadia; Trinh-Shevrin, Chau

2015-05-01

We formulated a conceptual framework that begins to answer the national call to improve health care access, delivery, and quality by explaining the processes through which community health workers (CHWs) facilitate patients' adoption of healthy behaviors. In September 2011 to January 2012, we conducted a qualitative study that triangulated multiple data sources: 26 in-depth interviews, training documents, and patient charts. CHWs served as partners in health to immigrant Filipinos with hypertension, leveraging their cultural congruence with intervention participants, employing interpersonal communication techniques to build trust and rapport, providing social support, and assisting with health behavior change. To drive the field forward, this work can be expanded with framework testing that may influence future CHW training and interventions.

High school student's motivation to engage in conceptual change-learning in science

NASA Astrophysics Data System (ADS)

Barlia, Lily

1999-11-01

This study investigated motivational factors that are related to engaging in conceptual change learning. While previous studies have recognized the resistance of students' scientific conception to change, few have investigated the role that non-cognitive factors might play when students are exposed to conceptual change instruction. Three research questions were examined: (a) What instructional strategies did the teacher use to both promote students' learning for conceptual change and increase their motivation in learning science? (b) What are the patterns of students' motivation to engage in conceptual change learning? And (c) what individual profiles can be constructed from the four motivational factors (i.e., goals, values, self-efficacy, and control beliefs) and how are these profiles linked to engagement (i.e., behavioral and cognitive engagement) in conceptual change learning of science? Eleven twelfth grade students (senior students) and the teacher in which conceptual change approach to teaching was used in daily activities were selected. Data collection for this study included student's self-reported responses to the Motivated Strategies for Learning Questionnaire (MSLQ), classroom observation of students and the teacher, and structured interviews. Analysis of these data resulted in a motivational factor profile for each student and cross case analysis for entire group. Results from this study indicate that each student has different motivation factors that are mostly influenced individual student to learn science. Among these motivation factors, task value and control beliefs were most important for students. The implication of these findings are that teachers need to encourage students to find learning for conceptual change a valuable task, and that students need to find applications for their new conceptions within their everyday lives. In addition, teachers need to encourage students to develop learning strategies for conceptual understanding

Conceptual ecological models to support detection of ecological change on Alaska National Wildlife Refuges

USGS Publications Warehouse

Woodward, Andrea; Beever, Erik A.

2011-01-01

More than 31 million hectares of land are protected and managed in 16 refuges by the U.S. Fish and Wildlife Service (USFWS) in Alaska. The vastness and isolation of Alaskan refuges give rise to relatively intact and complete ecosystems. The potential for these lands to provide habitat for trust species is likely to be altered, however, due to global climate change, which is having dramatic effects at high latitudes. The ability of USFWS to effectively manage these lands in the future will be enhanced by a regional inventory and monitoring program that integrates and supplements monitoring currently being implemented by individual refuges. Conceptual models inform monitoring programs in a number of ways, including summarizing important ecosystem components and processes as well as facilitating communication, discussion and debate about the nature of the system and important management issues. This process can lead to hypotheses regarding future changes, likely results of alternative management actions, identification of monitoring indicators, and ultimately, interpretation of monitoring results. As a first step towards developing a monitoring program, the 16 refuges in Alaska each created a conceptual model of their refuge and the landscape context. Models include prominent ecosystem components, drivers, and processes by which components are linked or altered. The Alaska refuge system also recognizes that designing and implementing monitoring at regional and ecoregional extents has numerous scientific, fiscal, logistical, and political advantages over monitoring conducted exclusively at refuge-specific scales. Broad-scale monitoring is particularly advantageous for examining phenomena such as climate change because effects are best interpreted at broader spatial extents. To enable an ecoregional perspective, a rationale was developed for deriving ecoregional boundaries for four ecoregions (Polar, Interior Alaska, Bering Coast, and North Pacific Coast) from the

The Conceptual Change Approach to Teaching Chemical Equilibrium

ERIC Educational Resources Information Center

Canpolat, Nurtac; Pinarbasi, Tacettin; Bayrakceken, Samih; Geban, Omer

2006-01-01

This study investigates the effect of a conceptual change approach over traditional instruction on students' understanding of chemical equilibrium concepts (e.g. dynamic nature of equilibrium, definition of equilibrium constant, heterogeneous equilibrium, qualitative interpreting of equilibrium constant, changing the reaction conditions). This…

Children's Responses to Anomalous Scientific Data: How Is Conceptual Change Impeded?

ERIC Educational Resources Information Center

Chinn, Clark A.; Malhotra, Betina A.

2002-01-01

Four experiments with 4th, 5th, and 6th graders addressed conceptual change in response to anomalous data about empirical regularities in science. Impedance to conceptual change in response to anomalous data could potentially occur at any of four cognitive processes: observation, interpretation, generalization, or retention. In the four…

Explanatory Identities and Conceptual Change

NASA Astrophysics Data System (ADS)

Thagard, Paul

2014-07-01

Although mind-brain identity remains controversial, many other identities of ordinary things with scientific ones are well established. For example, air is a mixture of gases, water is H2O, and fire is rapid oxidation. This paper examines the history of 15 important identifications: air, blood, cloud, earth, electricity, fire, gold, heat, light, lightning, magnetism, salt, star, thunder, and water. This examination yields surprising conclusions about the nature of justification, explanation, and conceptual change.

A Conceptual Framework for Studying Knowledge Utilization.

ERIC Educational Resources Information Center

Paul, Douglas

This paper, written from an organizational perspective, begins with an examination of the deficiencies of knowledge utilization and educational change literature. It suggests the explication of descriptive and heuristic conceptual dimensions as one approach for facilitating a descriptive perspective of knowldge utilization. The efficacy of three…

Multiple Perspectives of Conceptual Change in Science and the Challenges Ahead

ERIC Educational Resources Information Center

Treagust, David F.; Duit, Reinders

2009-01-01

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…

Conceptual Change within Dyadic Interactions: The Dance of Conceptual and Material Agency

ERIC Educational Resources Information Center

Heyd-Metzuyanim, Einat; Schwarz, Baruch B.

2017-01-01

We offer a new approach to emergent knowledge in processes of conceptual change in dyadic interaction by drawing on Pickering's ("The Mangle of Practice," The University of Chicago Press, London, 1995) Mangle of Practice theory, which theorizes the emergence of new scientific knowledge as occurring due to material resistance and human…

Conceptual Change from the Framework Theory Side of the Fence

NASA Astrophysics Data System (ADS)

Vosniadou, Stella; Skopeliti, Irini

2014-07-01

We describe the main principles of the framework theory approach to conceptual change and briefly report on the results of a text comprehension study that investigated some of the hypotheses that derive from it. We claim that children construct a naive physics which is based on observation in the context of lay culture and which forms a relatively coherent conceptual system—i.e., a framework theory—that can be used as a basis for explanation and prediction of everyday phenomena. Learning science requires fundamental ontological, epistemological, and representational changes in naive physics. These conceptual changes take a long time to be achieved, giving rise to fragmentation and synthetic conceptions. We also argue that both fragmentation and synthetic conceptions can be explained to result from learners' attempts assimilate scientific information into their existing but incompatible naive physics.

Conceptual Change Research and Science Education Practice: A Response from Educators

ERIC Educational Resources Information Center

Siry, Christina; Horowitz, Gail; Otulaja, Femi S.; Gillespie, Nicole; Shady, Ashraf; Augustin, Line A.

2008-01-01

We discuss the eight papers in this issue of "Cultural Studies of Science Education" focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of this research, we…

Conceptual Representation Changes in Indonesian-English Bilinguals.

PubMed

Hartanto, Andree; Suárez, Lidia

2016-10-01

This study investigated conceptual representations changes in bilinguals. Participants were Indonesian-English bilinguals (dominant in Indonesian, with different levels of English proficiency) and a control group composed of English-dominant bilinguals. All completed a gender decision task, in which participants decided whether English words referred to a male or female person or animal. In order to explore conceptual representations, we divided the words into gender-specific and gender-ambiguous words. Gender-specific words were words in which conceptual representations contained gender as a defining feature, in both English and Indonesian (e.g., uncle). In contrast, gender-ambiguous words were words in which gender was a defining feature in English but not a necessary feature in Indonesian (e.g., nephew and niece are both subsumed under the same word, keponakan, in Indonesian). The experiment was conducted exclusively in English. Indonesian-English bilinguals responded faster to gender-specific words than gender-ambiguous words, but the difference was smaller for the most proficient bilinguals. As expected, English-dominant speakers' response latencies were similar across these two types of words. The results suggest that English concepts are dynamic and that proficiency leads to native-like conceptual representations.

Partners in Health: A Conceptual Framework for the Role of Community Health Workers in Facilitating Patients' Adoption of Healthy Behaviors

PubMed Central

Van Devanter, Nancy; Islam, Nadia; Trinh-Shevrin, Chau

2015-01-01

We formulated a conceptual framework that begins to answer the national call to improve health care access, delivery, and quality by explaining the processes through which community health workers (CHWs) facilitate patients’ adoption of healthy behaviors. In September 2011 to January 2012, we conducted a qualitative study that triangulated multiple data sources: 26 in-depth interviews, training documents, and patient charts. CHWs served as partners in health to immigrant Filipinos with hypertension, leveraging their cultural congruence with intervention participants, employing interpersonal communication techniques to build trust and rapport, providing social support, and assisting with health behavior change. To drive the field forward, this work can be expanded with framework testing that may influence future CHW training and interventions. PMID:25790405

Conceptual Change Texts in Chemistry Teaching: A Study on the Particle Model of Matter

ERIC Educational Resources Information Center

Beerenwinkel, Anne; Parchmann, Ilka; Grasel, Cornelia

2011-01-01

This study explores the effect of a conceptual change text on students' awareness of common misconceptions on the particle model of matter. The conceptual change text was designed based on principles of text comprehensibility, of conceptual change instruction and of instructional approaches how to introduce the particle model. It was evaluated in…

Conceptual and epistemological undercurrents of learning as a process of change

NASA Astrophysics Data System (ADS)

Montfort, Devlin B.

2011-12-01

In the preparation and education of civil engineers it is essential to both increase student knowledge of the world (conceptual understanding), but also to establish and develop new ways of thinking (epistemology). Both of these processes of change can be considered learning, but they are vastly different in the time, energy and resources they require to accomplish. The second type of learning (conceptual change) is more difficult, and is only rarely accomplished in traditional university education. The purpose of this research is to apply existing research approaches from cognitive science and educational psychology to explain why by investigating conceptual change in the contexts of student learning and faculty adoption of new pedagogies. In each context, the difficulty with conceptual change was associated with the ways in which people categorize fundamental phenomena in the world around them, and with epistemological expectations of how those categorizations should be applied in new contexts. While attempts to encourage change often focus on "educating" people by providing them with more knowledge, the change processes seem to be primarily limited by people's existing knowledge and how it is structured. Because civil engineers interact closely with societal goals and processes (such as human safety and environmental policies), they adopt epistemological stances that are as-yet unaccounted for in most research on the subject, which assumes a strong distinction between epistemological stances toward the physical world compared to the social world. These differences suggest that civil engineers' conceptual change could be enhanced by more directly addressing their particular epistemological stances---which incorporate high needs for certainty in guaranteeing human safety, as well as high flexibility when being applied to human systems.

Conceptual Change in Elementary School Teacher Candidate Knowledge of Rock-Cycle Processes.

ERIC Educational Resources Information Center

Stofflett, Rene Therese

1994-01-01

Investigates the knowledge of elementary school teacher candidates on rock-cycle processes. Three different instructional interventions were used to improve their knowledge: (1) conceptual-change teaching; (2) traditional didactic teaching; and (3) microteaching. The conceptual-change group showed the most growth in understanding, supporting…

Can color changes alter the neural correlates of recognition memory? Manipulation of processing affects an electrophysiological indicator of conceptual implicit memory.

PubMed

Cui, Xiaoyu; Gao, Chuanji; Zhou, Jianshe; Guo, Chunyan

2016-09-28

It has been widely shown that recognition memory includes two distinct retrieval processes: familiarity and recollection. Many studies have shown that recognition memory can be facilitated when there is a perceptual match between the studied and the tested items. Most event-related potential studies have explored the perceptual match effect on familiarity on the basis of the hypothesis that the specific event-related potential component associated with familiarity is the FN400 (300-500 ms mid-frontal effect). However, it is currently unclear whether the FN400 indexes familiarity or conceptual implicit memory. In addition, on the basis of the findings of a previous study, the so-called perceptual manipulations in previous studies may also involve some conceptual alterations. Therefore, we sought to determine the influence of perceptual manipulation by color changes on recognition memory when the perceptual or the conceptual processes were emphasized. Specifically, different instructions (perceptually or conceptually oriented) were provided to the participants. The results showed that color changes may significantly affect overall recognition memory behaviorally and that congruent items were recognized with a higher accuracy rate than incongruent items in both tasks, but no corresponding neural changes were found. Despite the evident familiarity shown in the two tasks (the behavioral performance of recognition memory was much higher than at the chance level), the FN400 effect was found in conceptually oriented tasks, but not perceptually oriented tasks. It is thus highly interesting that the FN400 effect was not induced, although color manipulation of recognition memory was behaviorally shown, as seen in previous studies. Our findings of the FN400 effect for the conceptual but not perceptual condition support the explanation that the FN400 effect indexes conceptual implicit memory.

Changing our minds: a commentary on `Conceptual change: a discussion of theoretical, methodological and practical challenges for science education'

NASA Astrophysics Data System (ADS)

Mercer, Neil

2008-07-01

This paper begins with a consideration of some important themes dealt with in the paper by Treagust and Duit. These include the relationship between research on conceptual change and educational practice, the significance of emotion and identity in the process of conceptual change, and role of cognitive conflict in motivating change. I then argue that the authors implicitly assert the importance of spoken dialogue as a motor for conceptual change, but do not give it the proper, explicit recognition that it deserves. I first use their own data of transcribed talk to make this point, and then go on to elaborate my case by drawing on other research. Talk amongst students and teacher-student talk are both considered. My conclusion is that while more empirical research is needed to understand how dialogue is involved in conceptual change, available evidence shows very clearly that the role of talk and social interaction is so significant that it cannot be ignored. It is therefore necessary for theoretical accounts to deal with both social (i.e. communicative) and cognitive aspects of conceptual change.

Profiles of Inconsistent Knowledge in Children's Pathways of Conceptual Change

ERIC Educational Resources Information Center

Schneider, Michael; Hardy, Ilonca

2013-01-01

Conceptual change requires learners to restructure parts of their conceptual knowledge base. Prior research has identified the fragmentation and the integration of knowledge as 2 important component processes of knowledge restructuring but remains unclear as to their relative importance and the time of their occurrence during development. Previous…

Secondary School Students' Conceptual Understanding of Physical and Chemical Changes

ERIC Educational Resources Information Center

Hanson, R.; Twumasi, A. K.; Aryeetey, C.; Sam, A.; Adukpo, G.

2016-01-01

In recent years, researchers have shown an interest in understanding students' own ideas about basic chemical principles and guiding them through innovative ways to gain conceptual understanding where necessary. This research was a case study designed to assess 50 first year high school students' conceptual understanding about changes in matter,…

Teaching to Promote Deep Understanding and Instigate Conceptual Change

NASA Astrophysics Data System (ADS)

Zirbel, Esther

2006-12-01

This paper focuses on how to promote deep understanding by making the students to question their inherent conceptual knowledge of how the world works, and on how to correct these views should they be different form the scientifically proven views. This paper reviews the conceptual change model and suggests additional steps. First, the student has to consciously notice and understand what the problem is; second, s/he has to assimilate more information and try to fit it into already existing neural networks; third, s/he has to critically think through all the argumentation in his/her own words and reorganize this thoughts s/he has to accommodate the knowledge and evaluate against his or her prior beliefs; forth s/he has to own the concept and has to consider it her/his personal construct; and finally, s/he has to work towards obtaining fluency in the newly acquired and understood concept so that this concept itself has then becomes a mere building block for future, more advanced concepts. The claim is that during the process of conceptual change what happens in the student’s mind is a reorganization of his or her thoughts, the creation of new neural networks, and the rewiring of old ones. This process is difficult to provoke and requires the student to work hard. Instructors can challenge the student to undergo the process of conceptual change but cannot do it for the student.

Mathematical Rigor vs. Conceptual Change: Some Early Results

NASA Astrophysics Data System (ADS)

Alexander, W. R.

2003-05-01

Results from two different pedagogical approaches to teaching introductory astronomy at the college level will be presented. The first of these approaches is a descriptive, conceptually based approach that emphasizes conceptual change. This descriptive class is typically an elective for non-science majors. The other approach is a mathematically rigorous treatment that emphasizes problem solving and is designed to prepare students for further study in astronomy. The mathematically rigorous class is typically taken by science majors. It also fulfills an elective science requirement for these science majors. The Astronomy Diagnostic Test version 2 (ADT 2.0) was used as an assessment instrument since the validity and reliability have been investigated by previous researchers. The ADT 2.0 was administered as both a pre-test and post-test to both groups. Initial results show no significant difference between the two groups in the post-test. However, there is a slightly greater improvement for the descriptive class between the pre and post testing compared to the mathematically rigorous course. There was great care to account for variables. These variables included: selection of text, class format as well as instructor differences. Results indicate that the mathematically rigorous model, doesn't improve conceptual understanding any better than the conceptual change model. Additional results indicate that there is a similar gender bias in favor of males that has been measured by previous investigators. This research has been funded by the College of Science and Mathematics at James Madison University.

Teaching Probability for Conceptual Change (La Ensenanza de la Probabilidad por Cambio Conceptual).

ERIC Educational Resources Information Center

Castro, Cesar Saenz

1998-01-01

Presents a theoretical proposal of a methodology for the teaching of probability theory. Discusses the importance of the epistemological approach of Lakatos and the perspective of the conceptual change. Discusses research using a proposed didactic method with Spanish high school students (N=6). Concludes that significant differences on all…

Conceptual astronomy. II. Replicating conceptual gains, probing attitude changes across three semesters

NASA Astrophysics Data System (ADS)

Zeilik, Michael; Schau, Candace; Mattern, Nancy

1999-10-01

We report on a long-term, large-scale study of a one-semester, conceptually based, introductory astronomy course with data from more than 400 students over three semesters at the University of New Mexico. Using traditional and alternative assessment tools developed for the project, we examined the pre- and postcourse results for Fall 1994, Spring 1995, and Fall 1995. We find our results are robust: novice students show large, positive gains on assessments of conceptual understanding and connected understanding of the knowledge structure of astronomy. We find no relationship between course achievement and completion of prior courses in science or math; we do find a small to moderate relationship between students' science self-image and course achievement. Also, we detect little change over each semester in students' mildly positive incoming attitudes about astronomy and science.

Computer-Animated Instruction and Students' Conceptual Change in Electrochemistry: Preliminary Qualitative Analysis

ERIC Educational Resources Information Center

Talib, Othman; Matthews, Robert; Secombe, Margaret

2005-01-01

This paper discusses the potential of applying computer-animated instruction (CAnI) as an effective conceptual change strategy in teaching electrochemistry in comparison to conventional lecture-based instruction (CLI). The core assumption in this study is that conceptual change in learners is an active, constructive process that is enhanced by the…

Conceptual data modeling of wildlife response indicators to ecosystem change in the Arctic

USGS Publications Warehouse

Walworth, Dennis; Pearce, John M.

2015-08-06

Large research studies are often challenged to effectively expose and document the types of information being collected and the reasons for data collection across what are often a diverse cadre of investigators of differing disciplines. We applied concepts from the field of information or data modeling to the U.S. Geological Survey (USGS) Changing Arctic Ecosystems (CAE) initiative to prototype an application of information modeling. The USGS CAE initiative is collecting information from marine and terrestrial environments in Alaska to identify and understand the links between rapid physical changes in the Arctic and response of wildlife populations to these ecosystem changes. An associated need is to understand how data collection strategies are informing the overall science initiative and facilitating communication of those strategies to a wide audience. We explored the use of conceptual data modeling to provide a method by which to document, describe, and visually communicate both enterprise and study level data; provide a simple means to analyze commonalities and differences in data acquisition strategies between studies; and provide a tool for discussing those strategies among researchers and managers.

International Handbook of Research on Conceptual Change

ERIC Educational Resources Information Center

Vosniadou, Stella

2008-01-01

The study of conceptual change traces its heritage to the notions of paradigm (networks of shared beliefs, concepts, practices) and paradigm shift made famous by Thomas Kuhn in his book, "The Structure of Scientific Revolutions". Kuhn's work was quickly linked to developmental psychology (how knowledge develops) and to science education (teaching…

Linking attentional processes and conceptual problem solving: visual cues facilitate the automaticity of extracting relevant information from diagrams

PubMed Central

Rouinfar, Amy; Agra, Elise; Larson, Adam M.; Rebello, N. Sanjay; Loschky, Lester C.

2014-01-01

This study investigated links between visual attention processes and conceptual problem solving. This was done by overlaying visual cues on conceptual physics problem diagrams to direct participants’ attention to relevant areas to facilitate problem solving. Participants (N = 80) individually worked through four problem sets, each containing a diagram, while their eye movements were recorded. Each diagram contained regions that were relevant to solving the problem correctly and separate regions related to common incorrect responses. Problem sets contained an initial problem, six isomorphic training problems, and a transfer problem. The cued condition saw visual cues overlaid on the training problems. Participants’ verbal responses were used to determine their accuracy. This study produced two major findings. First, short duration visual cues which draw attention to solution-relevant information and aid in the organizing and integrating of it, facilitate both immediate problem solving and generalization of that ability to new problems. Thus, visual cues can facilitate re-representing a problem and overcoming impasse, enabling a correct solution. Importantly, these cueing effects on problem solving did not involve the solvers’ attention necessarily embodying the solution to the problem, but were instead caused by solvers attending to and integrating relevant information in the problems into a solution path. Second, this study demonstrates that when such cues are used across multiple problems, solvers can automatize the extraction of problem-relevant information extraction. These results suggest that low-level attentional selection processes provide a necessary gateway for relevant information to be used in problem solving, but are generally not sufficient for correct problem solving. Instead, factors that lead a solver to an impasse and to organize and integrate problem information also greatly facilitate arriving at correct solutions. PMID:25324804

Linking attentional processes and conceptual problem solving: visual cues facilitate the automaticity of extracting relevant information from diagrams.

PubMed

Rouinfar, Amy; Agra, Elise; Larson, Adam M; Rebello, N Sanjay; Loschky, Lester C

2014-01-01

This study investigated links between visual attention processes and conceptual problem solving. This was done by overlaying visual cues on conceptual physics problem diagrams to direct participants' attention to relevant areas to facilitate problem solving. Participants (N = 80) individually worked through four problem sets, each containing a diagram, while their eye movements were recorded. Each diagram contained regions that were relevant to solving the problem correctly and separate regions related to common incorrect responses. Problem sets contained an initial problem, six isomorphic training problems, and a transfer problem. The cued condition saw visual cues overlaid on the training problems. Participants' verbal responses were used to determine their accuracy. This study produced two major findings. First, short duration visual cues which draw attention to solution-relevant information and aid in the organizing and integrating of it, facilitate both immediate problem solving and generalization of that ability to new problems. Thus, visual cues can facilitate re-representing a problem and overcoming impasse, enabling a correct solution. Importantly, these cueing effects on problem solving did not involve the solvers' attention necessarily embodying the solution to the problem, but were instead caused by solvers attending to and integrating relevant information in the problems into a solution path. Second, this study demonstrates that when such cues are used across multiple problems, solvers can automatize the extraction of problem-relevant information extraction. These results suggest that low-level attentional selection processes provide a necessary gateway for relevant information to be used in problem solving, but are generally not sufficient for correct problem solving. Instead, factors that lead a solver to an impasse and to organize and integrate problem information also greatly facilitate arriving at correct solutions.

Teaching for Hot Conceptual Change: Towards a New Model, beyond the Cold and Warm Ones

ERIC Educational Resources Information Center

Kural, Mehmet; Kocakülah, M. Sabri

2016-01-01

At the beginning of the 1980s, one of the most striking explanations of conceptual change was made by Posner, Strike, Hewson & Gertzog (1982) with a Conceptual Change Theory based on a Scientific Revolution Theory of Kuhn (1970). In Conceptual Change Theory, learning was explained with the Piaget (1970)'s concepts such as assimilation and…

Attitudes of eighth-grade honors students toward the conceptual change methods of teaching science

NASA Astrophysics Data System (ADS)

Heide, Clifford Lee

1998-12-01

The study researched the attitude of eighth grade honors science students toward the steps of the conceptual change teaching method. The attitudes of 25 students in an honors 8th grade science class in the Greater Phoenix metropolitan area were assessed using a multi-method approach. A quantitative method (student survey) and a qualitative method (focus group) were triangulated for convergence. Since conceptual change is a relatively new reform teaching modality, the study assessed students' attitudes utilizing this method. Conceptual change teaching is characterized by connections between concepts and facts which are organized around key ideas. Knowledge connected through concepts is constantly revised and edited by students as they continue to learn and add new concepts. The results of this study produced evidence that the conceptual change method of teaching science and its six process steps have qualities that foster positive student attitude. The study demonstrated that students' attitudes toward science is positively influenced through the conceptual change teaching method by enabling students to: (1) choose problems and find solutions to those problems (student directed); (2) work together in large and small groups; (3) learn through student oral presentations; (4) perform hands-on laboratory experiences; (5) learn through conceptual understanding not memorization; (6) implement higher order learning skills to make connections from the lab to the real world. Teachers can use the information in the study to become aware of the positive and negative attitudes of students taught with the conceptual change method. Even if the conceptual change teaching strategy is not the modality utilized by an educator, the factors identified by this study that affect student attitude could be used to help a teacher design lesson plans that help foster positive student attitudes.

The Use of Conceptual Change Text toward Students’ Argumentation Skills in Learning Sound

NASA Astrophysics Data System (ADS)

Sari, B. P.; Feranie, S.; Winarno, N.

2017-09-01

This research aim is to investigate the effect of Conceptual Change Text toward students’ argumentation skills in learning sound concept. The participant comes from one of International school in Bandung, Indonesia. The method that used in this research is a quasi-experimental design with one control group (N=21) and one experimental group (N=21) were involves in this research. The learning model that used in both classes is demonstration model which included teacher explanation and examples, the difference only in teaching materials. In experiment group learn with Conceptual Change Text, while control group learn with conventional book which is used in school. The results showed that Conceptual Change Text instruction was better than the conventional book to improved students’ argumentation skills of sound concept. Based on this results showed that Conceptual Change Text instruction can be an alternative tool to improve students’ argumentation skills significantly.

The Role of Cognitive, Metacognitive, and Motivational Variables in Conceptual Change: Preservice Early Childhood Teachers' Conceptual Understanding of the Cause of Lunar Phases

ERIC Educational Resources Information Center

Sackes, Mesut

2010-01-01

This study seeks to explore and describe the role of cognitive, metacognitive, and motivational variables in conceptual change. More specifically, the purposes of the study were (1) to investigate the predictive ability of a learning model that was developed based on the intentional conceptual change perspective in predicting change in conceptual…

Examining young children's conceptual change process in floating and sinking from a social constructivist perspective

NASA Astrophysics Data System (ADS)

Havu-Nuutinen, Sari

2005-03-01

This paper presents a case study of the process of conceptual change in six-year-old children. The process of conceptual change in learning about floating and sinking is described from two different viewpoints: how the children's conceptions change during the instructional process, and how the social discussion during the experimental exploration can be seen in terms of the cognitive changes in the children. Based on qualitative analysis of verbal data, changes in the children's conceptions were mostly epistemological and the children's theories of flotation became more complete with respect to the scientific view. From the viewpoint of the conceptual change, conceptually orientated teacher-child interactions seemed to support the children's cognitive progress in cognitive skills and guided the children to consider the reasons for the flotation.

Using computer simulations to facilitate conceptual understanding of electromagnetic induction

NASA Astrophysics Data System (ADS)

Lee, Yu-Fen

This study investigated the use of computer simulations to facilitate conceptual understanding in physics. The use of computer simulations in the present study was grounded in a conceptual framework drawn from findings related to the use of computer simulations in physics education. To achieve the goal of effective utilization of computers for physics education, I first reviewed studies pertaining to computer simulations in physics education categorized by three different learning frameworks and studies comparing the effects of different simulation environments. My intent was to identify the learning context and factors for successful use of computer simulations in past studies and to learn from the studies which did not obtain a significant result. Based on the analysis of reviewed literature, I proposed effective approaches to integrate computer simulations in physics education. These approaches are consistent with well established education principles such as those suggested by How People Learn (Bransford, Brown, Cocking, Donovan, & Pellegrino, 2000). The research based approaches to integrated computer simulations in physics education form a learning framework called Concept Learning with Computer Simulations (CLCS) in the current study. The second component of this study was to examine the CLCS learning framework empirically. The participants were recruited from a public high school in Beijing, China. All participating students were randomly assigned to two groups, the experimental (CLCS) group and the control (TRAD) group. Research based computer simulations developed by the physics education research group at University of Colorado at Boulder were used to tackle common conceptual difficulties in learning electromagnetic induction. While interacting with computer simulations, CLCS students were asked to answer reflective questions designed to stimulate qualitative reasoning and explanation. After receiving model reasoning online, students were asked to submit

A Conceptual Model To Assist Educational Leaders Manage Change.

ERIC Educational Resources Information Center

Cochren, John R.

This paper presents a conceptual model to help school leaders manage change effectively. The model was developed from a literature review of theory development and model construction. Specifically, the paper identifies the major components that inhibit organizational change, and synthesizes the most salient features of these components through a…

A conceptual framework to facilitate the mental health of student nurses working with persons with intellectual disabilities.

PubMed

van Rensburg, Elsie S Janse; Poggenpoel, Marie; Myburgh, Chris

2015-11-25

Student nurses (SNs) experience emotional discomfort during placement in the clinical psychiatric learning environment. This may negatively influence their mental health. Limited support is available to assist both SNs working with persons with intellectual disabilities and nurse educators during clinical accompaniment. This article aims to discuss the generation of this framework to enhance student support. A theory-generative, qualitative, exploratory, descriptive, contextual design was utilised to develop the framework by applying four steps. In step 1 concept analysis identified the central concept through field work. Data were collected from 13 SNs purposively selected from a specific higher educational institution in Gauteng through two focus group interviews, reflective journals, a reflective letter, naïve sketches, drawings and field notes and analysed with thematic coding. The central concept was identified from the results, supported by a literature review and defined by essential attributes. The central concept was classified through a survey list and demonstrated in a model case. In step 2 the central concepts were placed into relationships with each other. The conceptual framework was described and evaluated in step 3 and guidelines for implementation were described in step 4. The focus of this article will be on generating the conceptual framework. The central concept was 'the facilitation of engagement on a deeper emotional level of SNs'. The conceptual framework was described and evaluated. The conceptual framework can enhance the educational practices of nurse educators and can SN's practices of care for persons with intellectual disabilities.

Using conceptual maps to assess students' climate change understanding and misconceptions

NASA Astrophysics Data System (ADS)

Gautier, C.

2011-12-01

The complex and interdisciplinary nature of climate change science poses special challenges for educators in helping students understand the climate system, and how it is evolving under natural and anthropogenic forcing. Students and citizens alike have existing mental models that may limit their perception and processing of the multiple relationships between processes (e.g., feedback) that arise in global change science, and prevent adoption of complex scientific concepts. Their prior knowledge base serves as the scaffold for all future learning and grasping its range and limitations serves as an important basis upon which to anchor instruction. Different instructional strategies can be adopted to help students understand the inherently interdisciplinary topic of global climate change, its interwoven human and natural causes, and the connections it has with society through a complex range of political, social, technological and economic factors. One assessment method for students' understanding of global climate change with its many uncertainties, whether associated with the workings of the climate system or with respect to social, cultural and economic processes that mediate human responses to changes within the system, is through the use of conceptual maps. When well designed, they offer a representation of students' mental model prior and post instruction. We will present two conceptual mapping activities used in the classroom to assess students' knowledge and understanding about global climate change and uncover misconceptions. For the first one, concept maps will be used to demonstrate evidence of learning and conceptual change, while for the second we will show how conceptual maps can provide information about gaps in knowledge and misconceptions students have about the topic.

To Master or Perform? Exploring Relations between Achievement Goals and Conceptual Change Learning

ERIC Educational Resources Information Center

Ranellucci, John; Muis, Krista R.; Duffy, Melissa; Wang, Xihui; Sampasivam, Lavanya; Franco, Gina M.

2013-01-01

Background: Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing. Aims: To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol. Sample and Method:…

Applying a Cognitive-Affective Model of Conceptual Change to Professional Development

NASA Astrophysics Data System (ADS)

Ebert, Ellen K.; Crippen, Kent J.

2010-04-01

This study evaluated Gregoire’s (2003) Cognitive-Affective Conceptual Change model (CAMCC) for predicting and assessing conceptual change in science teachers engaged in a long-term professional development project set in a large school district in the southwestern United States. A multiple case study method with data from three teacher participants was used to understand the process of integrating and applying a reform message of inquiry based science teaching. Data sources included: responses to example teaching scenarios, reflective essays, lesson plans, classroom observations, and action research projects. Findings show that the CAMCC functioned well in predicting how these teachers made decisions that impacted how they processed the reform message. When the reform message was communicated in such a way as to initiate stress appraisal, conceptual change occurred, producing changes in classroom practice. If the reform message did not initiate stress appraisal, teachers rejected the professional development message and developed heuristic responses. In order to further research and improve practice, propositions for assessments related to the CAMCC are provided.

The impact of CmapTools utilization towards students' conceptual change on optics topic

NASA Astrophysics Data System (ADS)

Rofiuddin, Muhammad Rifqi; Feranie, Selly

2017-05-01

Science teachers need to help students identify their prior ideas and modify them based on scientific knowledge. This process is called as conceptual change. One of essential tools to analyze students' conceptual change is by using concept map. Concept Maps are graphical representations of knowledge that are comprised of concepts and the relationships between them. Constructing concept map is implemented by adapting the role of technology to support learning process, as it is suitable with Educational Ministry Regulation No.68 year 2013. Institute for Human and Machine Cognition (IHMC) has developed CmapTools, a client-server software for easily construct and visualize concept maps. This research aims to investigate secondary students' conceptual change after experiencing five-stage conceptual teaching model by utilizing CmapTools in learning Optics. Weak experimental method through one group pretest-posttest design is implemented in this study to collect preliminary and post concept map as qualitative data. Sample was taken purposively of 8th grade students (n= 22) at one of private schools Bandung, West Java. Conceptual change based on comparison of preliminary and post concept map construction is assessed based on rubric of concept map scoring and structure. Results shows significance conceptual change differences at 50.92 % that is elaborated into concept map element such as prepositions and hierarchical level in high category, cross links in medium category and specific examples in low category. All of the results are supported with the students' positive response towards CmapTools utilization that indicates improvement of motivation, interest, and behavior aspect towards Physics lesson.

Improving Students' Conceptual Understanding of the Greenhouse Effect Using Theory-Based Learning Materials that Promote Deep Learning

ERIC Educational Resources Information Center

Reinfried, Sibylle; Aeschbacher, Urs; Rottermann, Benno

2012-01-01

Students' everyday ideas of the greenhouse effect are difficult to change. Environmental education faces the challenge of developing instructional settings that foster students' conceptual understanding concept of the greenhouse effect in order to understand global warming. To facilitate students' conceptual development with regard to the…

Profiles of inconsistent knowledge in children's pathways of conceptual change.

PubMed

Schneider, Michael; Hardy, Ilonca

2013-09-01

Conceptual change requires learners to restructure parts of their conceptual knowledge base. Prior research has identified the fragmentation and the integration of knowledge as 2 important component processes of knowledge restructuring but remains unclear as to their relative importance and the time of their occurrence during development. Previous studies mostly were based on the categorization of answers in interview studies and led to mixed empirical results, suggesting that methodological improvements might be helpful. We assessed 161 third-graders' knowledge about floating and sinking of objects in liquids at 3 measurement points by means of multiple-choice tests. The tests assessed how strongly the children agreed with commonly found but mutually incompatible statements about floating and sinking. A latent profile transition analysis of the test scores revealed 5 profiles, some of which indicated the coexistence of inconsistent pieces of knowledge in learners. The majority of students (63%) were on 1 of 7 developmental pathways between these profiles. Thus, a child's knowledge profile at a point in time can be used to predict further development. The degree of knowledge integration decreased on some individual developmental paths, increased on others, and remained stable on still others. The study demonstrates the usefulness of explicit quantitative models of conceptual change. The results support a constructivist perspective on conceptual development, in which developmental changes of a learner's knowledge base result from idiosyncratic, yet systematic knowledge-construction processes. PsycINFO Database Record (c) 2013 APA, all rights reserved.

Learning to Deflect: Conceptual Change in Physics during Digital Game Play

ERIC Educational Resources Information Center

Sengupta, Pratim; Krinks, Kara D.; Clark, Douglas B.

2015-01-01

How does deep conceptual change occur when students play well-designed educational games? To answer this question, we present a case study in the form of a microgenetic analysis of a student's processes of knowledge construction as he played a conceptually-integrated digital game (SURGE Next) designed to support learning about Newtonian mechanics.…

Conceptual Change regarding middle school students' experience with Global Climate Change

NASA Astrophysics Data System (ADS)

Golden, B. W.; Lutz, B.

2011-12-01

Given the complexity of the science involving climate change (IPCC, 2007), its lack of curricular focus within US K-12 schooling (Golden, 2009), and the difficulty in effecting conceptual change in science (Vosniadou, 2007), we sought to research middle school students' conceptions about climate change, in addition to how those conceptions changed during and as a result of a deliberately designed global climate change (GCC) unit. In a sixth grade classroom, a unit was designed which incorporated Argumentation-Driven Inquiry (Sampson & Grooms, 2010). That is, students were assigned to groups and asked to make sense of standard GCC data such as paleoclimate data from ice cores, direct temperature measurement, and Keeling curves, in addition to learning about the greenhouse effect in a modeling lesson (Hocking, et al, 1993). The students were then challenged, in groups, to create, on whiteboards, explanations and defend these explanations to and with their peers. They did two iterations of this argumentation. The first iteration focused on the simple identification of climate change patterns. The second focused on developing causal explanations for those patterns. After two rounds of such argumentation, the students were then asked to write (individually) a "final" argument which accounted for the given data. Interview and written data were analyzed prior to the given unit, during it, and after it, in order to capture complicated nuance that might escape detection by simpler research means such as surveys. Several findings emerged which promised to be of interest to climate change educators. The first is that many students tended to "know" many "facts" about climate change, but were unable to connect these disparate facts in any meaningful ways. A second finding is that while no students changed their entire belief systems, even after a robust unit which would seemingly challenge such, each student engaged did indeed modify the manner in which they discussed the

Perceptual and conceptual similarities facilitate the generalization of instructed fear.

PubMed

Bennett, Marc; Vervoort, Ellen; Boddez, Yannick; Hermans, Dirk; Baeyens, Frank

2015-09-01

Learned fear can generalize to neutral events due their perceptual and conceptual similarity with threat relevant stimuli. This study simultaneously examined these forms of generalization to model the expansion of fear in anxiety disorders. First, artificial categories involving sounds, nonsense words and animal-like objects were established. Next, the words from one category were paired with threatening information while the words from the other category were paired with safety information. Lastly, we examined if fear generalized to (i) the conceptually related animal-like objects and (ii) other animal like-objects that were perceptually similar. This was measured using behavioral avoidance, US expectancy ratings and self-reported stimulus valence. Animal-like objects conceptually connected to the aversive words evoked heightened fear. Perceptual variants of these animal-like objects also elicit fear. Future research would benefit from the use of online-US expectancy ratings and physiological measures of fear. Investigating the role of both perceptual and conceptual fear generalization is important to better understand the etiology of anxiety disorders symptoms. Copyright © 2015 Elsevier Ltd. All rights reserved.

Effect of Technology Enhanced Conceptual Change Texts on Students' Understanding of Buoyant Force

ERIC Educational Resources Information Center

Ozkan, Gulbin; Selcuk, Gamze Sezgin

2015-01-01

In this study, the effect of technology enhanced conceptual change texts on elementary school students' understanding of buoyant force was investigated. The conceptual change texts (written forms) used in this study are proven for effectiveness and are enriched by using technology support in this study. These texts were tried out on two groups. A…

Generating Synergy between Conceptual Change and Knowledge Building

ERIC Educational Resources Information Center

Lee, Chwee Beng

2010-01-01

This paper is an initial effort to review the reciprocity between the theoretical traditions of "conceptual change" and "knowledge building" by discussing the underlying epistemological assumptions, objectives, conceptions of concepts and ideas, and mechanisms that bring forth the respective goals of these two traditions. The basis for generating…

Conceptual Change and Relation to Knowledge: The Case of Volcanism at Primary School.

ERIC Educational Resources Information Center

Caillot, Michel; Chartrain, Jean-Louis

This paper tries to explain why all the students of a same class who have got the same teaching do not go so far in their conceptual change. Here we have studied the students' conceptual change about volcanoes in a French 5th grade. The different students' preconceptions before teaching have been categorized and related to the well-known…

Middle School Students' Conceptual Change in Global Climate Change: Using Argumentation to Foster Knowledge Construction

ERIC Educational Resources Information Center

Golden, Barry W.

2011-01-01

This research examined middle school student conceptions about global climate change (GCC) and the change these conceptions undergo during an argument driven instructional unit. The theoretical framework invoked for this study is the "framework theory" of conceptual change (Vosniadou, 2007a). This theory posits that students do not…

Future Elementary School Teachers' Conceptual Change Concerning Photosynthesis

ERIC Educational Resources Information Center

Ahopelto, Ilona; Mikkila-Erdmann, Mirjamaija; Anto, Erkki; Penttinen, Marjaana

2011-01-01

The purpose of this study was to examine conceptual change among future elementary school teachers while studying a scientific text concerning photosynthesis. Students' learning goals in relation to their learning outcomes were also examined. The participants were future elementary school teachers. The design consisted of pre- and post-tests. The…

Arguments, contradictions, resistances, and conceptual change in students' understanding of atomic structure

NASA Astrophysics Data System (ADS)

Niaz, Mansoor; Aguilera, Damarys; Maza, Arelys; Liendo, Gustavo

2002-07-01

Most general chemistry courses and textbooks emphasize experimental details and lack a history and philosophy of science perspective. The objective of this study is to facilitate freshman general chemistry students' understanding of atomic structure based on the work of Thomson, Rutherford, and Bohr. It is hypothesized that classroom discussions based on arguments/counterarguments of the heuristic principles, on which these scientists based their atomic models, can facilitate students' conceptual understanding. This study is based on 160 freshman students enrolled in six sections of General Chemistry I (three sections formed part of the experimental group). All three models (Thomson, Rutherford, and Bohr) were presented to the experimental and control group students in the traditional manner, as found in most textbooks. After this, the three sections of the experimental group participated in the discussion of six items with alternative responses. Students were first asked to select a response and then participate in classroom discussions leading to arguments in favor or against the selected response and finally select a new response. Three weeks after having discussed the six items, both the experimental and control groups presented a monthly exam (based on the three models) and after another 3 weeks a semester exam. Results obtained show that given the opportunity to argue and discuss, students' understanding can go beyond the simple regurgitation of experimental details. Performance of the experimental group showed contradictions, resistances, and progressive conceptual change with considerable and consistent improvement in the last item. It is concluded that if we want our students to understand scientific progress and practice, then it is important that we include the experimental details not as a rhetoric of conclusions (Schwab, 1962, The teaching of science as enquiry, Cambridge, MA, Harward University Press; Schwab, 1974, Conflicting conceptions of

The role of organizational structure in readiness for change: A conceptual integration.

PubMed

Benzer, Justin K; Charns, Martin P; Hamdan, Sami; Afable, Melissa

2017-02-01

The purpose of this review is to extend extant conceptualizations of readiness for change as an individual-level phenomenon. This review-of-reviews focuses on existing conceptual frameworks from the dissemination, implementation, quality improvement, and organizational transformation literatures in order to integrate theoretical rationales for how organization structure, a key dimension of the organizational context, may impact readiness for change. We propose that the organization structure dimensions of differentiation and integration impact readiness for change at the individual level of analysis by influencing four key concepts of relevance, legitimacy, perceived need for change, and resource allocation. We identify future research directions that focus on these four key concepts.

Children's Conceptions of Air Pressure: Exploring the Nature of Conceptual Change.

ERIC Educational Resources Information Center

Tytler, Russell

1998-01-01

Constructs case studies of individuals to explore the way conceptions change over time, and the difficulties presented by the concept of atmospheric pressure. Evaluates different structural theories of conceptual change. Contains 62 references. (DDR)

Investigation of Conceptual Change about Double-Slit Interference in Secondary School Physics

ERIC Educational Resources Information Center

Kocakulah, Mustafa Sabri; Kural, Mehmet

2010-01-01

In this study, whether or not constructivist teaching of double-slit interference of light has a positive effect on the secondary school students' conceptual change is examined. An achievement test, a conceptual understanding test and semi-structured interviews were used as data collection tools in this mixed methods research. Experimental group…

Does Classroom Explicitation of Initial Conceptions Favour Conceptual Change or Is It Counter-Productive?

ERIC Educational Resources Information Center

Potvin, Patrice; Mercier, Julien; Charland, Patrick; Riopel, Martin

2012-01-01

This research investigates the effect of classroom explicitation of initial conceptions (CEIC) on conceptual change in the context of learning electricity. Eight hundred and seventy five thirteen year-olds were tested in laboratory conditions to see if CEIC is or is not a productive step toward conceptual change. All students experienced a…

Using Simulations in the Middle School: Does Assertiveness of Dyad Partners Influence Conceptual Change?

ERIC Educational Resources Information Center

Windschitl, Mark

2001-01-01

Examines how academic assertiveness in junior high school students was related to conceptual change and the degree to which their assertiveness affected conceptual change in the partners paired with them for a series of activities using a simulation of the human cardiovascular system. Indicates that the assertiveness ratings of the individuals'…

Development of a Framework and Measure for Assessing Principal Change Facilitator Style.

ERIC Educational Resources Information Center

Hall, Gene E.; George, Archie

A framework is proposed for describing the underlying dimensions of different styles that principals have as facilitators of change. A measure, the Change Facilitator Style Questionnaire, was developed to assess these dimensions and change facilitator styles. A review of the literature suggested an organizing framework of the following dimensions:…

Languaging and Visualisation Method for Grammar Teaching: A Conceptual Change Theory Perspective

ERIC Educational Resources Information Center

Rattya, Kaisu

2013-01-01

Conceptual grammatical knowledge is an area which causes problems at different levels of education. This article examines the ideas of conceptual change theory as a basis for establishing a new grammar teaching method. The research strategy which I use is educational design research and the research data have been collected from teacher students…

The development and validation of Science Learning Inventory (SLI): A conceptual change framework

NASA Astrophysics Data System (ADS)

Seyedmonir, Mehdi

2000-12-01

A multidimensional theoretical model, Conceptual Change Science Learning (CCSL), was developed based on Standard Model of Conceptual Change and Cognitive Reconstruction of Knowledge Model. The model addresses three main components of science learning, namely the learner's conceptual ecology, the message along with its social context, and the cognitive engagement. A learner's conceptual ecology is organized around three clusters, including epistemological beliefs, existing conceptions, and motivation. Learner's cognitive engagement is represented by a continuum from peripheral processing involving shallow cognitive engagement to central processing involving deep cognitive engagement. Through reciprocal, non-sequential interactions of such constructs, the learners' conceptual change is achieved. Using a quantitative empirical approach, three studies were conducted to investigate the theoretical constructs based on the CCSL Model. The first study reports the development and validation of the hypothesized and factor-analytic scales comprising the instrument, Science Learning Inventory (SLI) intended for college students. The self-report instrument was designed in two parts, SLI-A (conceptual ecology and cognitive engagement) with 48 initial items, and SLI-B (science epistemology) with 49 initial items. The items for SLI-B were based on the tenets of Nature of Science as reflected in the recent reform documents, Science for All Americans (Project 2061) and National Science Education Standards. The results of factor analysis indicated seven factors for SLI-A and four factors for SLI-B. The second study investigated the criterion-related (conceptual change) predictive validity of the SLI in an instructional setting (a college-level physics course). The findings suggested the possibility of different interplay of factors and dynamics depending on the nature of the criterion (gain scores from a three-week intervention versus final course grade). Gain scores were predicted

Enhancing Students' Understanding of Photosynthesis and Respiration in Plant through Conceptual Change Approach

ERIC Educational Resources Information Center

Yenilmez, Ayse; Tekkaya, Ceren

2006-01-01

This study investigated the effectiveness of combining conceptual change text and discussion web strategies on students' understanding of photosynthesis and respiration in plants. Students' conceptual understanding of photosynthesis and respiration in plants was measured using the two-tier diagnostic test developed by Haslam and Treagust (1987,…

Conceptual Change in Understanding the Nature of Science Learning: An Interpretive Phenomenological Analysis

NASA Astrophysics Data System (ADS)

DiBenedetto, Christina M.

This study is the first of its kind to explore the thoughts, beliefs, attitudes and values of secondary educators as they experience conceptual change in their understanding of the nature of science learning vis a vis the Framework for K-12 Science Education published by the National Research Council. The study takes aim at the existing gap between the vision for science learning as an active process of inquiry and current pedagogical practices in K-12 science classrooms. For students to understand and explain everyday science ideas and succeed in science studies and careers, the means by which they learn science must change. Focusing on this change, the study explores the significance of educator attitudes, beliefs and values to science learning through interpretive phenomenological analysis around the central question, "In what ways do educators understand and articulate attitudes and beliefs toward the nature of science learning?" The study further explores the questions, "How do educators experience changes in their understanding of the nature of science learning?" and "How do educators believe these changes influence their pedagogical practice?" Study findings converge on four conceptions that science learning: is the action of inquiry; is a visible process initiated by both teacher and learner; values student voice and changing conceptions is science learning. These findings have implications for the primacy of educator beliefs, attitudes and values in reform efforts, science teacher leadership and the explicit instruction of both Nature of Science and conceptual change in educator preparation programs. This study supports the understanding that the nature of science learning is cognitive and affective conceptual change. Keywords: conceptual change, educator attitudes and beliefs, framework for K-12 science education, interpretive phenomenological analysis, nature of science learning, next generation science standards, science professional development

Climate Change Conceptual Change: Scientific Information Can Transform Attitudes.

PubMed

Ranney, Michael Andrew; Clark, Dav

2016-01-01

Of this article's seven experiments, the first five demonstrate that virtually no Americans know the basic global warming mechanism. Fortunately, Experiments 2-5 found that 2-45 min of physical-chemical climate instruction durably increased such understandings. This mechanistic learning, or merely receiving seven highly germane statistical facts (Experiment 6), also increased climate-change acceptance-across the liberal-conservative spectrum. However, Experiment 7's misleading statistics decreased such acceptance (and dramatically, knowledge-confidence). These readily available attitudinal and conceptual changes through scientific information disconfirm what we term "stasis theory"--which some researchers and many laypeople varyingly maintain. Stasis theory subsumes the claim that informing people (particularly Americans) about climate science may be largely futile or even counterproductive--a view that appears historically naïve, suffers from range restrictions (e.g., near-zero mechanistic knowledge), and/or misinterprets some polarization and (noncausal) correlational data. Our studies evidenced no polarizations. Finally, we introduce HowGlobalWarmingWorks.org--a website designed to directly enhance public "climate-change cognition." Copyright © 2016 Cognitive Science Society, Inc.

Advancing knowledge on practice change: linking facilitation to the senses framework.

PubMed

Cooper, Julie; Meyer, Julienne; Holman, Cheryl

2013-06-01

To explore the facilitating factors that enabled staff on a rehabilitation ward for older people engage in change activities. The importance of facilitation in practice change is widely acknowledged; however, little nursing research has taken place in relation to its nature. Following identification in the early phases of an action research study that learned helplessness states and the use of socially structured defence techniques were preventing staff on a rehabilitation ward for older people from engaging in practice development, some change was achieved. What facilitated this to take place needed to be explored. An action research approach was used. Data gained from 13 in-depth interviews with staff and managers together with three years of researcher field notes were analysed using thematic analysis. The continuous presence and neutrality of the researcher who worked together with staff on their issues of concern using a flexible ward-based approach, combined with giving staff the opportunity to explore what it was like for them working in this area, were considered key in helping staff to engage with change. Analysis of findings suggests that the senses framework presents a theoretical approach to facilitation that can help staff move out of learned helplessness states and reduce the need for the use of socially structured defence techniques. This study identifies a facilitation approach that enabled staff to engage with practice change. Although carried out in the UK, its findings have wider relevance through the application of a theoretical perspective for practice change facilitation that has not before been considered in this literature, and which is likely to be of interest to those involved in practice change internationally. © 2013 Blackwell Publishing Ltd.

Conceptual Change, Text Comprehension and Eye Movements during Reading

ERIC Educational Resources Information Center

Penttinen, Marjaana; Anto, Erkki; Mikkilä-Erdmann, Mirjamaija

2013-01-01

In the two studies presented in this article, we examine the interplay of conceptual change, text comprehension, and eye-movements during reading and develop and test methods suitable for such explorations. In studies 1 and 2, university students (N = 15 and 23) read a text on photosynthesis, explained their reading processes retrospectively cued…

Procedural and Conceptual Changes in Young Children's Problem Solving

ERIC Educational Resources Information Center

Voutsina, Chronoula

2012-01-01

This study analysed the different types of arithmetic knowledge that young children utilise when solving a multiple-step addition task. The focus of the research was on the procedural and conceptual changes that occur as children develop their overall problem solving approach. Combining qualitative case study with a micro-genetic approach,…

The Clinical Interview and the Measurement of Conceptual Change.

ERIC Educational Resources Information Center

Posner, George J.; Gertzog, William A.

1982-01-01

Discusses the use of the clinical interview in assessing cognitive structure and in investigating conceptual change. They caution much more work is needed to increase the applicability and validity of the clinical interview method and point out that there is a lack of systematization in the analysis of interview transcripts. (Author/PB)

Trajectories of collaborative scientific conceptual change: Middle school students learning about ecosystems in a CSCL environment

NASA Astrophysics Data System (ADS)

Liu, Lei

The dissertation aims to achieve two goals. First, it attempts to establish a new theoretical framework---the collaborative scientific conceptual change model, which explicitly attends to social factor and epistemic practices of science, to understand conceptual change. Second, it report the findings of a classroom study to investigate how to apply this theoretical framework to examine the trajectories of collaborative scientific conceptual change in a CSCL environment and provide pedagogical implications. Two simulations were designed to help students make connections between the macroscopic substances and the aperceptual microscopic entities and underlying processes. The reported study was focused on analyzing the aggregated data from all participants and the video and audio data from twenty focal groups' collaborative activities and the process of their conceptual development in two classroom settings. Mixed quantitative and qualitative analyses were applied to analyze the video/audio data. The results found that, overall participants showed significant improvements from pretest to posttest on system understanding. Group and teacher effect as well as group variability were detected in both students' posttest performance and their collaborative activities, and variability emerged in group interaction. Multiple data analyses found that attributes of collaborative discourse and epistemic practices made a difference in student learning. Generating warranted claims in discourse as well as the predicting, coordinating theory-evidence, and modifying knowledge in epistemic practices had an impact on student's conceptual understanding. However, modifying knowledge was found negatively related to students' learning effect. The case studies show how groups differed in using the computer tools as a medium to conduct collaborative discourse and epistemic practices. Only with certain combination of discourse features and epistemic practices can the group interaction lead to

A Structural View on the Emergence of a Conception: Conceptual Change as Radical Reconstruction of Contexts

ERIC Educational Resources Information Center

Larsson, Asa; Hallden, Ola

2010-01-01

Conceptual change is often described as a causal process in which changes in an embraced system of beliefs result in a new system of beliefs. Here, it is argued that conceptual change is better understood as an intentional activity with regard to the learner, that is, what the learner is doing when trying to understand something. Children were…

Explorations of Year 10 Students' Conceptual Change during Instruction

ERIC Educational Resources Information Center

Hubber, Peter

2005-01-01

This article reports on a classroom-based case study of a group of six Year 10 students, within a class of 23 students. The study implemented constructivist-informed teaching and learning approaches within a classroom setting in the topic of optics and documented any changes in the conceptual understanding students had about seven central concepts…

Learners' strategies for reconstructing cognitive frameworks and navigating conceptual change from prior conception to consensual genetics knowledge

NASA Astrophysics Data System (ADS)

Parrott, Annette M.

Problem. Science teachers are charged with preparing students to become scientifically literate individuals. Teachers are given curriculum that specifies the knowledge that students should come away with; however, they are not necessarily aware of the knowledge with which the student arrives or how best to help them navigate between the two knowledge states. Educators must be aware, not only of where their students are conceptually, but how their students move from their prior knowledge and naive theories, to scientifically acceptable theories. The understanding of how students navigate this course has the potential to revolutionize educational practices. Methods. This study explored how five 9th grade biology students reconstructed their cognitive frameworks and navigated conceptual change from prior conception to consensual genetics knowledge. The research questions investigated were: (1) how do students in the process of changing their naive science theories to accepted science theories describe their journey from prior knowledge to current conception, and (2) what are the methods that students utilize to bridge the gap between alternate and consensual science conceptions to effect conceptual change. Qualitative and quantitative methods were employed to gather and analyze the data. In depth, semi-structured interviews formed the primary data for probing the context and details of students' conceptual change experience. Primary interview data was coded by thematic analysis. Results and discussion. This study revealed information about students' perceived roles in learning, the role of articulation in the conceptual change process, and ways in which a community of learners aids conceptual change. It was ascertained that students see their role in learning primarily as repeating information until they could add that information to their knowledge. Students are more likely to consider challenges to their conceptual frameworks and be more motivated to become active

Computer-Supported Collaborative Inquiry on Buoyancy: A Discourse Analysis Supporting the "Pieces" Position on Conceptual Change

ERIC Educational Resources Information Center

Turcotte, Sandrine

2012-01-01

This article describes in detail a conversation analysis of conceptual change in a computer-supported collaborative learning environment. Conceptual change is an essential learning process in science education that has yet to be fully understood. While many models and theories have been developed over the last three decades, empirical data to…

Correcting Misconceptions on Electronics: Effects of a Simulation-Based Learning Environment Backed by a Conceptual Change Model

ERIC Educational Resources Information Center

Chen, Yu-Lung; Pan, Pei-Rong; Sung, Yao-Ting; Chang, Kuo-En

2013-01-01

Computer simulation has significant potential as a supplementary tool for effective conceptual-change learning based on the integration of technology and appropriate instructional strategies. This study elucidates misconceptions in learning on diodes and constructs a conceptual-change learning system that incorporates…

Practice change in community pharmacy: quantification of facilitators.

PubMed

Roberts, Alison S; Benrimoj, Shalom I; Chen, Timothy F; Williams, Kylie A; Aslani, Parisa

2008-06-01

There has been an increasing international trend toward the delivery of cognitive pharmaceutical services (CPS) in community pharmacy. CPS have been developed and disseminated individually, without a framework underpinning their implementation and with limited knowledge of factors that might assist practice change. The implementation process is complex, involving a range of internal and external factors. To quantify facilitators of practice change in Australian community pharmacies. We employed a literature review and qualitative study to facilitate the design of a 43-item "facilitators of practice change" scale as part of a quantitative survey instrument, using a framework of organizational theory. The questionnaire was pilot-tested (n = 100), then mailed to a random sample of 2000 community pharmacies, with a copy each for the pharmacy owner, employed pharmacist, and pharmacy assistant. The construct validity and reliability of the scale were established using exploratory factor analysis and Cronbach's alpha, respectively. A total of 735 (37%) pharmacies responded, with 1303 individual questionnaires. Factor analysis of the scale yielded 7 factors, explaining 48.8% of the total variance. The factors were: relationship with physicians (item loading range 0.59-0.85; Cronbach's alpha 0.90), remuneration (0.52-0.74; 0.82), pharmacy layout (0.52-0.79; 0.81), patient expectation (0.52-0.85; 0.82), manpower/staff (0.49-0.66; 0.80), communication and teamwork (0.37-0.65; 0.77), and external support/assistance (0.47-0.69; 0.74). All of the factors demonstrated good reliability and construct validity and explained approximately half of the variance. Implementing CPS requires support not only with the clinical aspects of service delivery, but also for the process of implementation itself, and remuneration models must reflect this. The identified facilitators should be used in a multilevel strategy to integrate professional services into the community pharmacy business

The effectiveness of conceptual change texts and concept clipboards in learning the nature of science

NASA Astrophysics Data System (ADS)

Çil, Emine; Çepni, Salih

2016-01-01

Background: One of the most important goals of science education is to enable students to understand the nature of science (NOS). However, generally regular science teaching in classrooms does not help students improve informed NOS views. Purpose: This study investigated the influence of an explicit reflective conceptual change approach compared with an explicit reflective inquiry-oriented approach on seventh graders' understanding of NOS. Sample: The research was conducted with seventh grade students. A total of 44 students participated in the study. Design and method: The study was an interpretive study because this study focused on the meanings that students attach to target aspects of NOS. Participants were divided into two groups, each consisting of 22 students. One of the groups learned NOS with an explicit reflective conceptual change approach. The requirements of conceptual change were provided through the use of conceptual change texts and concept cartoons. The other group learned NOS with an explicit reflective inquiry-oriented approach. The data were collected through open-ended questionnaires and semi-structured interviews. These instruments were employed in a pre-test, a post-test and a delayed test. Students' views of the aspects of NOS were categorized as naive, transitional and informed. Results: The result of this study indicated that before receiving instruction, most of the participants had transitional views of the tentative, empirical and imaginative and creative aspects of the NOS, and they had naive understandings of the distinction between observation and inference. The instruction in the experimental group led to a 60% - a 25% increase in the number of students who possessed an informed understanding of the tentative, empirical, creative and observation and inference aspect of the NOS. The instruction in the control group led to a 30% - a 15% increase in the informed NOS views. Conclusion: The explicit reflective conceptual change approach

"Eh! I Felt I Was Sabotaged!": Facilitators' Understandings of Success in a Participatory HIV and IPV Prevention Intervention in Urban South Africa

ERIC Educational Resources Information Center

Gibbs, Andrew; Willan, Samantha; Jama-Shai, Nwabisa; Washington, Laura; Jewkes, Rachel

2015-01-01

Participatory approaches to behaviour change dominate HIV- and intimate partner violence prevention interventions. Research has identified multiple challenges in the delivery of these. In this article, we focus on how facilitators conceptualize successful facilitation and how these understandings may undermine dialogue and critical consciousness,…

Promoting Conceptual Change in First Year Students' Understanding of Evaporation

ERIC Educational Resources Information Center

Costu, Bayram; Ayas, Alipasa; Niaz, Mansoor

2010-01-01

We constructed the PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) teaching strategy, a variant of the classical POE (Predict-Observe-Explain) activity, to promote conceptual change, and investigated its effectiveness on student understanding of the evaporation concept. The sample consisted of 52 first year students in a primary science…

High-School Students' Conceptual Difficulties and Attempts at Conceptual Change: The Case of Basic Quantum Chemical Concepts

ERIC Educational Resources Information Center

Tsaparlis, Georgios; Papaphotis, Georgios

2009-01-01

This study tested for deep understanding and critical thinking about basic quantum chemical concepts taught at 12th grade (age 17-18). Our aim was to achieve conceptual change in students. A quantitative study was conducted first (n = 125), and following this 23 selected students took part in semi-structured interviews either individually or in…

Using a Planetarium Software Program to Promote Conceptual Change with Young Children

NASA Astrophysics Data System (ADS)

Hobson, Sally M.; Trundle, Kathy Cabe; Saçkes, Mesut

2010-04-01

This study explored young children’s understandings of targeted lunar concepts, including when the moon can be observed, observable lunar phase shapes, predictable lunar patterns, and the cause of lunar phases. Twenty-one children (ages 7-9 years) from a multi-aged, self-contained classroom participated in this study. The instructional intervention included lunar data gathering, recording, and sharing, which integrated Starry Night planetarium software and an inquiry-based instruction on moon phases. Data were gathered using semi-structured interviews, student drawings, and a card sorting activity before and after instruction. Students’ lunar calendars and written responses, participant observer field notes, and videotaped class sessions also provided data throughout the study. Data were analyzed using constant comparative analysis. Nonparametric statistical analyses were also performed to support the qualitative findings. Results reflected a positive change in children’s conceptual understanding of all targeted concepts including the cause of moon phases, which is remarkable considering the complexity and abstractness of this spatial task. Results provided evidence that computer simulations may reduce the burden on children’s cognitive capacity and facilitate their learning of complex scientific concepts that would not be possible to learn on their own.

What Can Be Learned From a Laboratory Model of Conceptual Change? Descriptive Findings and Methodological Issues

NASA Astrophysics Data System (ADS)

Ohlsson, Stellan; Cosejo, David G.

2014-07-01

The problem of how people process novel and unexpected information— deep learning (Ohlsson in Deep learning: how the mind overrides experience. Cambridge University Press, New York, 2011)—is central to several fields of research, including creativity, belief revision, and conceptual change. Researchers have not converged on a single theory for conceptual change, nor has any one theory been decisively falsified. One contributing reason is the difficulty of collecting informative data in this field. We propose that the commonly used methodologies of historical analysis, classroom interventions, and developmental studies, although indispensible, can be supplemented with studies of laboratory models of conceptual change. We introduce re- categorization, an experimental paradigm in which learners transition from one definition of a categorical concept to another, incompatible definition of the same concept, a simple form of conceptual change. We describe a re-categorization experiment, report some descriptive findings pertaining to the effects of category complexity, the temporal unfolding of learning, and the nature of the learner's final knowledge state. We end with a brief discussion of ways in which the re-categorization model can be improved.

The Effect of a Conceptual Change Approach on Understanding of Students' Chemical Equilibrium Concepts

ERIC Educational Resources Information Center

Atasoy, Basri; Akkus, Huseyin; Kadayifci, Hakki

2009-01-01

The purpose of this study was to compare the effects of a conceptual change approach over traditional instruction on tenth-grade students' conceptual achievement in understanding chemical equilibrium. The study was conducted in two classes of the same teacher with participation of a total of 44 tenth-grade students. In this study, a…

Desistance From Intimate Partner Violence: A Conceptual Model and Framework for Practitioners for Managing the Process of Change.

PubMed

Walker, Kate; Bowen, Erica; Brown, Sarah; Sleath, Emma

2015-09-01

Intimate partner violence (IPV) is an international issue that social and criminal justice workers will encounter regularly. It has been identified that men can, and do stop using, or desist from, IPV although it is unclear how this process of change develops. This article introduces a conceptual model to outline how the process of desistance evolves and what it encompasses. Using thematic analysis of interview data from partner-violent men, survivors, and treatment facilitators, the resulting model demonstrates that the process of change is a dynamic one where men's use of, and cessation from, violence needs to be understood within the context of each individual's life. Three global themes were developed: (a) lifestyle behaviors (violent): what is happening in the men's lives when they use violence; (b) catalysts for change: the triggers and transitions required to initiate the process of change; and (c) lifestyle behaviors (non-violent): what is different in the men's lives when they have desisted from IPV. The purpose of this model is to offer a framework for service providers to assist them to manage the process of change in partner-violent men. © The Author(s) 2014.

Effectiveness of Dry Cell Microscopic Simulation (DCMS) to Promote Conceptual Understanding about Battery

NASA Astrophysics Data System (ADS)

Catur Wibowo, Firmanul; Suhandi, Andi; Rusdiana, Dadi; Samsudin, Achmad; Rahmi Darman, Dina; Faizin, M. Noor; Wiyanto; Supriyatman; Permanasari, Anna; Kaniawati, Ida; Setiawan, Wawan; Karyanto, Yudi; Linuwih, Suharto; Fatah, Abdul; Subali, Bambang; Hasani, Aceng; Hidayat, Sholeh

2017-07-01

Electricity is a concept that is abstract and difficult to see by eye directly, one example electric shock, but cannot see the movement of electric current so that students have difficulty by students. A computer simulation designed to improve the understanding of the concept of the workings of the dry cell (battery). This study was conducted to 82 students (aged 18-20 years) in the experimental group by learning to use the Dry Cell Microscopic Simulation (DCMS). The result shows the improving of students’ conceptual understanding scores from post test were statistically significantly of the workings of batteries. The implication using computer simulations designed to overcome the difficulties of conceptual understanding, can effectively help students in facilitating conceptual change.

Knowledgeable Learning and Conceptual Change: Value Adding to Teacher Training

ERIC Educational Resources Information Center

Yeigh, Tony

2013-01-01

This report concerns the use of pre and post responses to an online questionnaire as evidence of knowledgeable learning by education students at a regional Australian university. Factor analysis was used to reveal conceptual changes in the students' thinking about classroom management across a unit of learning they had undertaken. These changes…

Engineering Design Activities and Conceptual Change in Middle School Science

ERIC Educational Resources Information Center

Schnittka, Christine G.

2009-01-01

The purpose of this research was to investigate the impact of engineering design classroom activities on conceptual change in science, and on attitudes toward and knowledge about engineering. Students were given a situated learning context and a rationale for learning science in an active, inquiry-based method, and worked in small collaborative…

Cognitive Conflict and Situational Interest as Factors Influencing Conceptual Change

ERIC Educational Resources Information Center

Kang, Hunsik; Scharmann, Lawrence C.; Kang, Sukjin; Noh, Taehee

2010-01-01

In this study, we investigated the relationships among cognitive conflict and situational interest induced by a discrepant event, attention and effort allocated to learning, and conceptual change in learning the concept of density. Subjects were 183 seventh graders from six middle schools in Seoul, Korea. A preconception test, a test of responses…

Toward Facilitative Mentoring and Catalytic Interventions

ERIC Educational Resources Information Center

Smith, Melissa K.; Lewis, Marilyn

2015-01-01

In TESOL teacher mentoring, giving advice can be conceptualized as a continuum, ranging from directive to facilitative feedback. The goal, over time, is to lead toward the facilitative end of the continuum and specifically to catalytic interventions that encourage self-reflection and autonomous learning. This study begins by examining research on…

An examination of conceptual change in undergraduate biology majors while learning science concepts including biological evolution

NASA Astrophysics Data System (ADS)

McQuaide, Glenn G.

2006-12-01

Without adequate understanding of science, we cannot make responsible personal, regional, national, or global decisions about any aspect of life dealing with science. Better understanding how we learn about science can contribute to improving the quality of our educational experiences. Promoting pathways leading to life-long learning and deep understanding in our world should be a goal for all educators. This dissertation project was a phenomenological investigation into undergraduate understanding and acceptance of scientific theories, including biological evolution. Specifically, student descriptions of conceptual change while learning science theory were recorded and analyzed. These qualitative investigations were preceded by a survey that provided a means of selecting students who had a firmer understanding of science theory. Background information and survey data were collected in an undergraduate biology class at a small, Southern Baptist-affiliated liberal arts school located in south central Kentucky. Responses to questions on the MATE (Rutledge and Warden, 1999) instrument were used to screen students for interviews, which investigated the way by which students came to understand and accept scientific theories. This study identifies some ways by which individuals learn complex science theories, including biological evolution. Initial understanding and acceptance often occurs by the conceptual change method described by Posner et al. (1982). Three principle ways by which an individual may reach a level of understanding and acceptance of science theory were documented in this study. They were conceptual change through application of logic and reasoning; conceptual change through modification of religious views; and conceptual change through acceptance of authoritative knowledge. Development of a deeper, richer understanding and acceptance of complex, multi-faceted concepts such as biological evolution occurs in some individuals by means of conceptual

Facilitating change from a distance - a story of success? A discussion on leaders' styles in facilitating change in four nursing homes in Norway.

PubMed

Øye, Christine; Mekki, Tone Elin; Jacobsen, Frode Fadnes; Førland, Oddvar

2016-09-01

To examine the influence of leadership when facilitating change in nursing homes. The study is a part of an education intervention for care staff to prevent the use of restraint in nursing home residents with dementia in 24 nursing homes (NHs) in Norway. Leadership is known to be a fundamental factor for success of evidence-based practice (EBP) implementation in health services. However, the type of leadership that strengthens the processes of change remains to be clarified. A multi-site comparative ethnography was performed in four nursing homes to investigate how contextual factors influenced the implementation. The analysis was informed by the Promoting Action on Research Implementation in Health Services (PARIHS) framework, and in particular the sub-element of leadership. Different leadership styles to facilitate change were identified. Paradoxically, a strong collective and collaborative leadership style was found to hamper change in one particular home, whereas a remote leadership style combined with almost no cooperation with staff proved successful in another setting. The study indicates that leadership cannot be understood on a low-high continuum as suggested by the PARIHS framework, but rather as a factor characterised by diversity. Our study indicates, as a minimum, that a leader's presence is necessary to facilitate the internal processes in order more successfully to implement EBP. © 2016 John Wiley & Sons Ltd.

Using Theory of Mind to Promote Conceptual Change in Science

NASA Astrophysics Data System (ADS)

Kyriakopoulou, Natassa; Vosniadou, Stella

2014-07-01

We argue that learning science requires children to move from perceptually based representations to more abstract conceptual representations and to understand that appearance may sometimes deceive us and that the same phenomenon in the world can have more than one representation when seen from different perspectives. We also argue that the beginnings of such an epistemological perspective can be found in young children's ability to think about the difference between their beliefs and the beliefs of others in the social domain, i.e., their Theory of Mind. We present the results of two empirical studies that show significant correlations between children's growing Theory of Mind, developing epistemological thinking, and science learning, and suggest that Theory of Mind tasks can be used to promote conceptual change in science.

Conceptual Change from the Framework Theory Side of the Fence

ERIC Educational Resources Information Center

Vosniadou, Stella; Skopeliti, Irini

2014-01-01

We describe the main principles of the framework theory approach to conceptual change and briefly report on the results of a text comprehension study that investigated some of the hypotheses that derive from it. We claim that children construct a naive physics which is based on observation in the context of lay culture and which forms a relatively…

Students' beliefs, attitudes, and conceptual change in a traditional and a constructivistic high school physics classroom

NASA Astrophysics Data System (ADS)

Adams, April Dean

In this study, the relationships between student beliefs about the nature of science, student attitudes, and conceptual change about the nature of forces were investigated within a traditional and within a constructivistic high school physics classroom. Students in both classrooms were honors students taking a first year high school physics course and were primarily white and middle to upper SES. Students in the traditional classroom were all high ability juniors, and physics instruction was integrated with pre-calculus. Students in the constructivistic classroom were a mixture of juniors and seniors. Due to the interrelated nature of these factors and the complexity of their interactions, a naturalistic inquiry design was chosen. The data sources included videotape of 7-9 weeks of instruction; analysis of the videotapes using the Secondary Teacher Analysis Matrix (Gallagher & Parker, 1995); field notes; pretest/posttest assessment with the Force Concept Inventory (Hestenes, Wells, & Swackhammer, 1992); student responses from the Views on Science-Technology-Society questionnaire (Aikenhead & Ryan, 1992), the Questionnaire for the Assessment of a Science Course (Chiappetta, 1995), and the Constructivist Learning Environment Survey (Taylor, Fraser, & White, 1994); student interviews; and teacher interviews. In the traditional classroom, (a) students did not think that physics was relevant to everyday experiences; (b) high conceptual change students were more likely to have an angular world view (Cobern, 1993) and have views more similar to the teacher's about the nature of science; and (c) high conceptual change students were able to develop an internally consistent understanding of the content; however, that content appeared to be isolated knowledge in some students. In the constructivistic classroom, (a) students saw physics as relevant and useful; (b) there was no difference in world view or agreement with the teacher's views on the nature of science between high

Motivation to change in eating disorder patients: a conceptual clarification on the basis of self-determination theory.

PubMed

Vansteenkiste, Maarten; Soenens, Bart; Vandereycken, Walter

2005-04-01

The current study critically reviews the different motivational frameworks that are applied in the study of eating disorders and provides a more comprehensive conceptualization of motivation to change on the basis of self-determination theory. The most important conceptualizations of motivation to change among eating disorder patients are identified. Eating disorder patients' motivation to change has been defined very differently, adding confusion to the field and preventing research from being cumulative. On the basis of self-determination theory we argue (a) that the quality of motivation to change is primarily reflected in the degree of internalization of change rather than by the intrinsic motivation to change; (b) that the internalization of change suggests more than only the change being initiated from within the person (internal motivation) for it requires an acceptance of the personal importance of change; and (c) that, in addition to its quality, the quantity of motivation to change should be considered too. These three conceptual issues are applied to the study of motivational dynamics in eating-disordered patients. 2005 by Wiley Periodicals, Inc.

Facilitation among plants in alpine environments in the face of climate change.

PubMed

Anthelme, Fabien; Cavieres, Lohengrin A; Dangles, Olivier

2014-01-01

While there is a large consensus that plant-plant interactions are a crucial component of the response of plant communities to the effects of climate change, available data remain scarce, particularly in alpine systems. This represents an important obstacle to making consistent predictions about the future of plant communities. Here, we review current knowledge on the effects of climate change on facilitation among alpine plant communities and propose directions for future research. In established alpine communities, while warming seemingly generates a net facilitation release, earlier snowmelt may increase facilitation. Some nurse plants are able to buffer microenvironmental changes in the long term and may ensure the persistence of other alpine plants through local migration events. For communities migrating to higher elevations, facilitation should play an important role in their reorganization because of the harsher environmental conditions. In particular, the absence of efficient nurse plants might slow down upward migration, possibly generating chains of extinction. Facilitation-climate change relationships are expected to shift along latitudinal gradients because (1) the magnitude of warming is predicted to vary along these gradients, and (2) alpine environments are significantly different at low vs. high latitudes. Data on these expected patterns are preliminary and thus need to be tested with further studies on facilitation among plants in alpine environments that have thus far not been considered. From a methodological standpoint, future studies will benefit from the spatial representation of the microclimatic environment of plants to predict their response to climate change. Moreover, the acquisition of long-term data on the dynamics of plant-plant interactions, either through permanent plots or chronosequences of glacial recession, may represent powerful approaches to clarify the relationship between plant interactions and climate change.

Implicit Learning in Science: Activating and Suppressing Scientific Intuitions to Enhance Conceptual Change

NASA Astrophysics Data System (ADS)

Wang, Jeremy Yi-Ming

This dissertation examines the thesis that implicit learning plays a role in learning about scientific phenomena, and subsequently, in conceptual change. Decades of research in learning science demonstrate that a primary challenge of science education is overcoming prior, naive knowledge of natural phenomena in order to gain scientific understanding. Until recently, a key assumption of this research has been that to develop scientific understanding, learners must abandon their prior scientific intuitions and replace them with scientific concepts. However, a growing body of research shows that scientific intuitions persist, even among science experts. This suggests that naive intuitions are suppressed, not supplanted, as learners gain scientific understanding. The current study examines two potential roles of implicit learning processes in the development of scientific knowledge. First, implicit learning is a source of cognitive structures that impede science learning. Second, tasks that engage implicit learning processes can be employed to activate and suppress prior intuitions, enhancing the likelihood that scientific concepts are adopted and applied. This second proposal is tested in two experiments that measure training-induced changes in intuitive and conceptual knowledge related to sinking and floating objects in water. In Experiment 1, an implicit learning task was developed to examine whether implicit learning can induce changes in performance on near and far transfer tasks. The results of this experiment provide evidence that implicit learning tasks activate and suppress scientific intuitions. Experiment 2 examined the effects of combining implicit learning with traditional, direct instruction to enhance explicit learning of science concepts. This experiment demonstrates that sequencing implicit learning task before and after direct instruction has different effects on intuitive and conceptual knowledge. Together, these results suggest a novel approach for

Addressing Student Misconceptions Concerning Electron Flow in Aqueous Solutions with Instruction Including Computer Animations and Conceptual Change Strategies.

ERIC Educational Resources Information Center

Sanger, Michael J.; Greenbowe, Thomas J.

2000-01-01

Investigates the effects of both computer animations of microscopic chemical processes occurring in a galvanic cell and conceptual-change instruction based on chemical demonstrations on students' conceptions of current flow in electrolyte solutions. Finds that conceptual change instruction was effective at dispelling student misconceptions but…

Discussing the Greenhouse Effect: Children's Collaborative Discourse Reasoning and Conceptual Change.

ERIC Educational Resources Information Center

Mason, Lucia; Santi, Marina

1998-01-01

Investigates fifth-grade students' conceptual changes toward the greenhouse effect and global warming due to sociocognitive interaction developed in small and large group discussion in an authentic classroom context during an environmental education unit. Classroom discussions led the children to integrate new scientific knowledge into their…

Promoting Scientific Thinking and Conceptual Change about Alternative Explanations of Climate Change and Other Controversial Socio-scientific Topics

NASA Astrophysics Data System (ADS)

Lombardi, D.; Sinatra, G. M.

2013-12-01

Critical evaluation and plausibility reappraisal of scientific explanations have been underemphasized in many science classrooms (NRC, 2012). Deep science learning demands that students increase their ability to critically evaluate the quality of scientific knowledge, weigh alternative explanations, and explicitly reappraise their plausibility judgments. Therefore, this lack of instruction about critical evaluation and plausibility reappraisal has, in part, contributed to diminished understanding about complex and controversial topics, such as global climate change. The Model-Evidence Link (MEL) diagram (originally developed by researchers at Rutgers University under an NSF-supported project; Chinn & Buckland, 2012) is an instructional scaffold that promotes students to critically evaluate alternative explanations. We recently developed a climate change MEL and found that the students who used the MEL experienced a significant shift in their plausibility judgments toward the scientifically accepted model of human-induced climate change. Using the MEL for instruction also resulted in conceptual change about the causes of global warming that reflected greater understanding of fundamental scientific principles. Furthermore, students sustained this conceptual change six months after MEL instruction (Lombardi, Sinatra, & Nussbaum, 2013). This presentation will discuss recent educational research that supports use of the MEL to promote critical evaluation, plausibility reappraisal, and conceptual change, and also, how the MEL may be particularly effective for learning about global climate change and other socio-scientific topics. Such instruction to develop these fundamental thinking skills (e.g., critical evaluation and plausibility reappraisal) is demanded by both the Next Generation Science Standards (Achieve, 2013) and the Common Core State Standards for English Language Arts and Mathematics (CCSS Initiative-ELA, 2010; CCSS Initiative-Math, 2010), as well as a

Folkbiology Meets Microbiology: A Study of Conceptual and Behavioral Change

ERIC Educational Resources Information Center

Au, Terry Kit-fong; Chan, Carol K. K.; Chan, Tsz-kit; Cheung, Mike W. L.; Ho, Johnson Y. S.; Ip, Grace W. M.

2008-01-01

Health education can offer a valuable window onto conceptual and behavioral change. In Study 1, we mapped out 3rd-grade Chinese children's beliefs about causes of colds and flu and ways they can be prevented. We also explored older adults' beliefs as a possible source of the children's ideas. In Study 2, we gave 3rd- and 4th-grade Chinese children…

Explicit Argumentation Instruction to Facilitate Conceptual Understanding and Argumentation Skills

ERIC Educational Resources Information Center

Cetin, Pinar Seda

2014-01-01

Background: Argumentation is accepted by many science educators as a major component of science education. Many studies have investigated students' conceptual understanding and their engagement in argumentative activities. However, studies conducted in the subject of chemistry are very rare. Purpose: The present study aimed to investigate the…

Gender, Prior Knowledge, Interest, and Experience in Electricity and Conceptual Change Text Manipulations in Learning about Direct Current.

ERIC Educational Resources Information Center

Chambers, Sharon K.; Andre, Thomas

1997-01-01

Presents a study that investigated relationships between gender, interest, and experience in electricity. Also explored the effect of conceptual change text manipulations on learning fundamental concepts of direct current. Suggests that conceptual change text manipulations are likely to be effective for both men and women. Contains 57 references.…

What role does performance information play in securing improvement in healthcare? a conceptual framework for levers of change

PubMed Central

Levesque, Jean-Frederic; Sutherland, Kim

2017-01-01

Objective Across healthcare systems, there is consensus on the need for independent and impartial assessment of performance. There is less agreement about how measurement and reporting performance improves healthcare. This paper draws on academic theories to develop a conceptual framework—one that classifies in an integrated manner the ways in which change can be leveraged by healthcare performance information. Methods A synthesis of published frameworks. Results The framework identifies eight levers for change enabled by performance information, spanning internal and external drivers, and emergent and planned processes: (1) cognitive levers provide awareness and understanding; (2) mimetic levers inform about the performance of others to encourage emulation; (3) supportive levers provide facilitation, implementation tools or models of care to actively support change; (4) formative levers develop capabilities and skills through teaching, mentoring and feedback; (5) normative levers set performance against guidelines, standards, certification and accreditation processes; (6) coercive levers use policies, regulations incentives and disincentives to force change; (7) structural levers modify the physical environment or professional cultures and routines; (8) competitive levers attract patients or funders. Conclusion This framework highlights how performance measurement and reporting can contribute to eight different levers for change. It provides guidance into how to align performance measurement and reporting into quality improvement programme. PMID:28851769

Semantic Interference and Facilitation: Understanding the Integration of Spatial Distance and Conceptual Similarity During Sentence Reading.

PubMed

Guerra, Ernesto; Knoeferle, Pia

2018-01-01

Existing evidence has shown a processing advantage (or facilitation) when representations derived from a non-linguistic context (spatial proximity depicted by gambling cards moving together) match the semantic content of an ensuing sentence. A match, inspired by conceptual metaphors such as 'similarity is closeness' would, for instance, involve cards moving closer together and the sentence relates similarity between abstract concepts such as war and battle. However, other studies have reported a disadvantage (or interference) for congruence between the semantic content of a sentence and representations of spatial distance derived from this sort of non-linguistic context. In the present article, we investigate the cognitive mechanisms underlying the interaction between the representations of spatial distance and sentence processing. In two eye-tracking experiments, we tested the predictions of a mechanism that considers the competition, activation, and decay of visually and linguistically derived representations as key aspects in determining the qualitative pattern and time course of that interaction. Critical trials presented two playing cards, each showing a written abstract noun; the cards turned around, obscuring the nouns, and moved either farther apart or closer together. Participants then read a sentence expressing either semantic similarity or difference between these two nouns. When instructed to attend to the nouns on the cards (Experiment 1), participants' total reading times revealed interference between spatial distance (e.g., closeness) and semantic relations (similarity) as soon as the sentence explicitly conveyed similarity. But when instructed to attend to the cards (Experiment 2), cards approaching (vs. moving apart) elicited first interference (when similarity was implicit) and then facilitation (when similarity was made explicit) during sentence reading. We discuss these findings in the context of a competition mechanism of interference and

Bridging Scientific Reasoning and Conceptual Change through Adaptive Web-Based Learning

ERIC Educational Resources Information Center

She, Hsiao-Ching; Liao, Ya-Wen

2010-01-01

This study reports an adaptive digital learning project, Scientific Concept Construction and Reconstruction (SCCR), and examines its effects on 108 8th grade students' scientific reasoning and conceptual change through mixed methods. A one-group pre-, post-, and retention quasi-experimental design was used in the study. All students received tests…

A conceptual model for vision rehabilitation.

PubMed

Roberts, Pamela S; Rizzo, John-Ross; Hreha, Kimberly; Wertheimer, Jeffrey; Kaldenberg, Jennifer; Hironaka, Dawn; Riggs, Richard; Colenbrander, August

2016-01-01

Vision impairments are highly prevalent after acquired brain injury (ABI). Conceptual models that focus on constructing intellectual frameworks greatly facilitate comprehension and implementation of practice guidelines in an interprofessional setting. The purpose of this article is to provide a review of the vision literature in ABI, describe a conceptual model for vision rehabilitation, explain its potential clinical inferences, and discuss its translation into rehabilitation across multiple practice settings and disciplines.

How Batterer Intervention Programs Work: Participant and Facilitator Accounts of Processes of Change

ERIC Educational Resources Information Center

Silvergleid, Courtenay S.; Mankowski, Eric S.

2006-01-01

Understanding what facilitates change in men who perpetrate domestic violence can aid the development of more effective batterer intervention programs (BIPs). To identify and describe key change processes, in-depth interviews were conducted with nine successful BIP completers and with 10 intervention group facilitators. The accounts described a…

Knowledge Restructuring in Biology: Testing a Punctuated Model of Conceptual Change

ERIC Educational Resources Information Center

Mintzes, Joel; Quinn, Heather J.

2007-01-01

Emerging from a human constructivist view of learning and a punctuated model of conceptual change, these studies explored differences in the structural complexity and content validity of knowledge about prehistoric life depicted in concept maps by learners ranging in age from approximately 10 to 20 years. Study 1 (cross-age) explored the…

Teaching for clinical reasoning - helping students make the conceptual links.

PubMed

McMillan, Wendy Jayne

2010-01-01

Dental educators complain that students struggle to apply what they have learnt theoretically in the clinical context. This paper is premised on the assumption that there is a relationship between conceptual thinking and clinical reasoning. The paper provides a theoretical framework for understanding the relationship between conceptual learning and clinical reasoning. A review of current literature is used to explain the way in which conceptual understanding influences clinical reasoning and the transfer of theoretical understandings to the clinical context. The paper argues that the connections made between concepts are what is significant about conceptual understanding. From this point of departure the paper describes teaching strategies that facilitate the kinds of learning opportunities that students need in order to develop conceptual understanding and to be able to transfer knowledge from theoretical to clinical contexts. Along with a variety of teaching strategies, the value of concept maps is discussed. The paper provides a framework for understanding the difficulties that students have in developing conceptual networks appropriate for later clinical reasoning. In explaining how students learn for clinical application, the paper provides a theoretical framework that can inform how dental educators facilitate the conceptual learning, and later clinical reasoning, of their students.

Perceptions of barriers and facilitators to health behavior change among veteran cancer survivors.

PubMed

Beehler, Gregory P; Rodrigues, Amy E; Kay, Morgan A; Kiviniemi, Marc T; Steinbrenner, Lynn

2014-09-01

This study aimed to identify barriers and facilitators to health behavior change related to body size in a sample of veteran cancer survivors. A qualitative study was conducted with a sample of 35 male and female cancer survivors receiving care at a Veterans Administration comprehensive cancer center. Participants completed individual interviews regarding barriers and facilitators to lifestyle change and responded to a brief questionnaire regarding current health behaviors. Participants reported suboptimal adherence to recommended health behavior goals and the majority were overweight or obese (80%). Qualitative analysis revealed numerous barriers and facilitators to health behavior change across six broad categories: environmental factors, health services delivery factors, health-related factors, factors related to attitudes toward change, factors related to enacting change, and motivational factors. Veteran cancer survivors were impacted by common barriers to change affecting the general population, cancer-specific factors related to personal diagnosis and treatment history, and health service delivery factors related to the Veterans Administration health care system. There are many barriers and facilitators that exist in diverse domains for veteran cancer survivors, each of which offers unique challenges and opportunities for improving engagement in behavior change following cancer diagnosis and treatment. Reprint & Copyright © 2014 Association of Military Surgeons of the U.S.

Academic Professional Development Strategies to Facilitate Educational Changes in Universities

ERIC Educational Resources Information Center

Gonzalez Alonso, Gloria Amparo

2009-01-01

This qualitative within-case study explored how planned educational change in universities can be facilitated through academic professional development strategies. Thus this study attempted to shed some light on the dynamics of educational planned change in universities and their implications for academic professional development of faculty. The…

Facilitation among plants in alpine environments in the face of climate change

PubMed Central

Anthelme, Fabien; Cavieres, Lohengrin A.; Dangles, Olivier

2014-01-01

While there is a large consensus that plant–plant interactions are a crucial component of the response of plant communities to the effects of climate change, available data remain scarce, particularly in alpine systems. This represents an important obstacle to making consistent predictions about the future of plant communities. Here, we review current knowledge on the effects of climate change on facilitation among alpine plant communities and propose directions for future research. In established alpine communities, while warming seemingly generates a net facilitation release, earlier snowmelt may increase facilitation. Some nurse plants are able to buffer microenvironmental changes in the long term and may ensure the persistence of other alpine plants through local migration events. For communities migrating to higher elevations, facilitation should play an important role in their reorganization because of the harsher environmental conditions. In particular, the absence of efficient nurse plants might slow down upward migration, possibly generating chains of extinction. Facilitation–climate change relationships are expected to shift along latitudinal gradients because (1) the magnitude of warming is predicted to vary along these gradients, and (2) alpine environments are significantly different at low vs. high latitudes. Data on these expected patterns are preliminary and thus need to be tested with further studies on facilitation among plants in alpine environments that have thus far not been considered. From a methodological standpoint, future studies will benefit from the spatial representation of the microclimatic environment of plants to predict their response to climate change. Moreover, the acquisition of long-term data on the dynamics of plant–plant interactions, either through permanent plots or chronosequences of glacial recession, may represent powerful approaches to clarify the relationship between plant interactions and climate change. PMID

The Role of Model Building in Problem Solving and Conceptual Change

ERIC Educational Resources Information Center

Lee, Chwee Beng; Jonassen, David; Teo, Timothy

2011-01-01

This study examines the effects of the activity of building systems models for school-based problems on problem solving and on conceptual change in elementary science classes. During a unit on the water cycle in an Asian elementary school, students constructed systems models of the water cycle. We found that representing ill-structured problems as…

Conceptual and Epistemological Undercurrents of Learning as a Process of Change

ERIC Educational Resources Information Center

Montfort, Devlin B.

2011-01-01

In the preparation and education of civil engineers it is essential to both increase student knowledge of the world (conceptual understanding), but also to establish and develop new ways of thinking (epistemology). Both of these processes of change can be considered learning, but they are vastly different in the time, energy and resources they…

A conceptual model for vision rehabilitation

PubMed Central

Roberts, Pamela S.; Rizzo, John-Ross; Hreha, Kimberly; Wertheimer, Jeffrey; Kaldenberg, Jennifer; Hironaka, Dawn; Riggs, Richard; Colenbrander, August

2017-01-01

Vision impairments are highly prevalent after acquired brain injury (ABI). Conceptual models that focus on constructing intellectual frameworks greatly facilitate comprehension and implementation of practice guidelines in an interprofessional setting. The purpose of this article is to provide a review of the vision literature in ABI, describe a conceptual model for vision rehabilitation, explain its potential clinical inferences, and discuss its translation into rehabilitation across multiple practice settings and disciplines. PMID:27997671

Effects of Text Structure, Reading Goals and Epistemic Beliefs on Conceptual Change

ERIC Educational Resources Information Center

Trevors, Gregory; Muis, Krista R.

2015-01-01

We investigated the online and offline effects of learner and instructional characteristics on conceptual change of a robust misconception in science. Fifty-nine undergraduate university students with misconceptions about evolution were identified as espousing evaluativist or non-evaluativist epistemic beliefs in science. Participants were…

Effects of Using Historical Microworlds on Conceptual Change: A P-Prim Analysis

ERIC Educational Resources Information Center

Masson, Steve; Legendre, Marie-Francoise

2008-01-01

This study examines the effects of using historical microworlds on conceptual change in mechanics. Historical microworlds combine history of science and microworld through a computer based interactive learning environment that respects and represents historic conceptions or theories. Six grade 5 elementary students participated individually to…

A conceptual model of plant responses to climate with implications for monitoring ecosystem change

Treesearch

C. David Bertelsen

2013-01-01

Climate change is affecting natural systems on a global scale and is particularly rapid in the Southwest. It is important to identify impacts of a changing climate before ecosystems become unstable. Recognizing plant responses to climate change requires knowledge of both species present and plant responses to variable climatic conditions. A conceptual model derived...

The Pluto debate: Influence of emotions on belief, attitude, and knowledge change

NASA Astrophysics Data System (ADS)

Broughton, Suzanne H.

In line with the "warming trend" (Sinatra, 2005), this study examined the influence of emotions during controversial conceptual change. Issues in science may trigger highly emotional responses (e.g., evolutionary theory). However, it is unclear whether these emotions facilitate or inhibit change. I investigated the nature of emotions engendered when learning about a controversial science topic, Pluto's reclassification, including the valence (positive/negative) and activation (activating/deactivating) of emotions (Pekrun et al., 2002). I also investigated whether belief, attitude, and/or conceptual change could be facilitated through rereading a refutation text and/or rereading during small group discussions. Refutation texts directly state a common misconception, refute it, and provide the scientific explanation as a plausible alternative (Hynd, 2001). Participants were randomly assigned to a group (reread text; reread text plus small group discussions). Participants in both groups read the same refutational text regarding the recent change in the definition of planet and Pluto's reclassification. The findings show that students' experienced a range of emotions towards Pluto's reclassification. Students reported experiencing more negative than positive emotions. Both positive and negative emotions were shown to be predictive of student's attitudes and attitude change. Emotions were also predictive of students' knowledge of planets and conceptual change. This suggests that emotions may have promoted deep engagement and critical thinking. Negative emotions may also be linked with resistance to attitude and conceptual change. The refutation text was effective in promoting belief change, attitude change, and conceptual change across both conditions. Students in both conditions reported more constructivist nature of science beliefs after rereading the text. Students also reported a greater level of acceptance about Pluto's reclassification. Conceptual change was

Strategies facilitating practice change in pediatric cancer: a systematic review.

PubMed

Robinson, Paula D; Dupuis, Lee L; Tomlinson, George; Phillips, Bob; Greenberg, Mark; Sung, Lillian

2016-09-01

By conducting a systematic review, we describe strategies to actively disseminate knowledge or facilitate practice change among healthcare providers caring for children with cancer and we evaluate the effectiveness of these strategies. We searched Ovid Medline, EMBASE and PsychINFO. Fully published primary studies were included if they evaluated one or more professional intervention strategies to actively disseminate knowledge or facilitate practice change in pediatric cancer or hematopoietic stem cell transplantation. Data extracted included study characteristics and strategies evaluated. In studies with a quantitative analysis of patient outcomes, the relationship between study-level characteristics and statistically significant primary analyses was evaluated. Of 20 644 titles and abstracts screened, 146 studies were retrieved in full and 60 were included. In 20 studies, quantitative evaluation of patient outcomes was examined and a primary outcome was stated. Eighteen studies were 'before and after' design; there were no randomized studies. All studies were at risk for bias. Interrupted time series was never the primary analytic approach. No specific strategy type was successful at improving patient outcomes. Literature describing strategies to facilitate practice change in pediatric cancer is emerging. However, major methodological limitations exist. Studies with robust designs are required to identify effective strategies to effect practice change. © The Author 2016. Published by Oxford University Press in association with the International Society for Quality in Health Care. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Conceptualizing strategic environmental assessment: Principles, approaches and research directions

DOE Office of Scientific and Technical Information (OSTI.GOV)

Noble, Bram, E-mail: b.noble@usask.ca; Nwanekezie, Kelechi

Increasing emphasis has been placed in recent years on transitioning strategic environmental assessment (SEA) away from its environmental impact assessment (EIA) roots. Scholars have argued the need to conceptualize SEA as a process designed to facilitate strategic thinking, thus enabling transitions toward sustainability. The practice of SEA, however, remains deeply rooted in the EIA tradition and scholars and practitioners often appear divided on the nature and purpose of SEA. This paper revisits the strategic principles of SEA and conceptualizes SEA as a multi-faceted and multi-dimensional assessment process. It is suggested that SEA can be conceptualized as series of approaches operatingmore » along a spectrum from less to more strategic – from impact assessment-based to strategy-based – with each approach to SEA differentiated by the specific objectives of SEA application and the extent to which strategic principles are reflected in its design and implementation. Advancing the effectiveness of SEA requires a continued research agenda focused on improving the traditional SEA approach, as a tool to assess the impacts of policies, plans and programs (PPPs). Realizing the full potential of SEA, however, requires a new research agenda — one focused on the development and testing of a deliberative governance approach to SEA that can facilitate strategic innovations in PPP formulation and drive transitions in short-term policy and initiatives based on longer-term thinking. - Highlights: • SEA facilitates strategic thinking, enabling transitions toward sustainability. • SEA is conceptualized as a spectrum of approaches, from IA-based to strategy-based. • Each approach variably emphasizes strategic principles in its design and practice. • There is no one conceptualization of SEA that is best, SEA is fit for PPP purpose. • Research is needed to advance SEA to facilitate strategic PPP transformations.« less

Ordering theories: Typologies and conceptual frameworks for sociotechnical change.

PubMed

Sovacool, Benjamin K; Hess, David J

2017-10-01

What theories or concepts are most useful at explaining socio technical change? How can - or cannot - these be integrated? To provide an answer, this study presents the results from 35 semi-structured research interviews with social science experts who also shared more than two hundred articles, reports and books on the topic of the acceptance, adoption, use, or diffusion of technology. This material led to the identification of 96 theories and conceptual approaches spanning 22 identified disciplines. The article begins by explaining its research terms and methods before honing in on a combination of fourteen theories deemed most relevant and useful by the material. These are: Sociotechnical Transitions, Social Practice Theory, Discourse Theory, Domestication Theory, Large Technical Systems, Social Construction of Technology, Sociotechnical Imaginaries, Actor-Network Theory, Social Justice Theory, Sociology of Expectations, Sustainable Development, Values Beliefs Norms Theory, Lifestyle Theory, and the Unified Theory of Acceptance and Use of Technology. It then positions these theories in terms of two distinct typologies. Theories can be placed into five general categories of being centered on agency, structure, meaning, relations or norms. They can also be classified based on their assumptions and goals rooted in functionalism, interpretivism, humanism or conflict. The article lays out tips for research methodology before concluding with insights about technology itself, analytical processes associated with technology, and the framing and communication of results. An interdisciplinary theoretical and conceptual inventory has much to offer students, analysts and scholars wanting to study technological change and society.

A conceptual-practice model for occupational therapy to facilitate return to work in breast cancer patients.

PubMed

Désiron, Huguette A M; Donceel, Peter; de Rijk, Angelique; Van Hoof, Elke

2013-12-01

Improved therapies and early detection have significantly increased the number of breast cancers survivors, leading to increasing needs regarding return to work (RTW). Occupational therapy (OT) interventions provide successful RTW assistance for other conditions, but are not validated in breast cancer. This paper aims to identify a theoretical framework for OT intervention by questioning how OT models can be used in OT interventions in RTW of breast cancer patients; criteria to be used to select these models and adaptations that would be necessary to match the OT model(s) to breast cancer patients' needs? Using research specific criteria derived from OT literature (conceptual OT-model, multidisciplinary, referring to the International Classification of functioning (ICF), RTW in breast cancer) a search in 9 electronic databases was conducted to select articles that describe conceptual OT models. A content analysis of those models complying to at least two of the selection criteria was realised. Checking for breast cancer specific issues, results were matched with literature of care-models regarding RTW in breast cancer. From the nine models initially identified, three [Canadian Model of Occupational Performance, Model of Human Occupation (MOHO), Person-Environment-Occupation-Performance model] were selected based on the selection criteria. The MOHO had the highest compliance rate with the criteria. To enhance usability in breast cancer, some adaptations are needed. No OT model to facilitate RTW in breast cancer could be identified, indicating a need to fill this gap. Individual and societal needs of breast cancer patients can be answered by using a MOHO-based OT model, extended with indications for better treatment, work-outcomes and longitudinal process factors.

Organizational coherence in health care organizations: conceptual guidance to facilitate quality improvement and organizational change.

PubMed

McAlearney, Ann Scheck; Terris, Darcey; Hardacre, Jeanne; Spurgeon, Peter; Brown, Claire; Baumgart, Andre; Nyström, Monica E

2013-01-01

We sought to improve our understanding of how health care quality improvement (QI) methods and innovations could be efficiently and effectively translated between settings to reduce persistent gaps in health care quality both within and across countries. We aimed to examine whether we could identify a core set of organizational cultural attributes, independent of context and setting, which might be associated with success in implementing and sustaining QI systems in health care organizations. We convened an international group of investigators to explore the issues of organizational culture and QI in different health care contexts and settings. This group met in person 3 times and held a series of conference calls to discuss emerging ideas over 2 years. Investigators also conducted pilot studies in their home countries to examine the applicability of our conceptual model. We suggest that organizational coherence may be a critical element of QI efforts in health care organizations and propose that there are 3 key components of organizational coherence: (1) people, (2) processes, and (3) perspectives. Our work suggests that the concept of organizational coherence embraces both culture and context and can thus help guide both researchers and practitioners in efforts to enhance health care QI efforts, regardless of organizational type, location, or context.

Organizational coherence in health care organizations: conceptual guidance to facilitate quality improvement and organizational change.

PubMed

McAlearney, Ann Scheck; Terris, Darcey; Hardacre, Jeanne; Spurgeon, Peter; Brown, Claire; Baumgart, Andre; Nyström, Monica E

2014-01-01

We sought to improve our understanding of how health care quality improvement (QI) methods and innovations could be efficiently and effectively translated between settings to reduce persistent gaps in health care quality both within and across countries. We aimed to examine whether we could identify a core set of organizational cultural attributes, independent of context and setting, which might be associated with success in implementing and sustaining QI systems in health care organizations. We convened an international group of investigators to explore the issues of organizational culture and QI in different health care contexts and settings. This group met in person 3 times and held a series of conference calls to discuss emerging ideas over 2 years. Investigators also conducted pilot studies in their home countries to examine the applicability of our conceptual model. We suggest that organizational coherence may be a critical element of QI efforts in health care organizations and propose that there are 3 key components of organizational coherence: (1) people, (2) processes, and (3) perspectives. Our work suggests that the concept of organizational coherence embraces both culture and context and can thus help guide both researchers and practitioners in efforts to enhance health care QI efforts, regardless of organizational type, location, or context.

Examining the Factors That Influence Students' Science Learning Processes and Their Learning Outcomes: 30 Years of Conceptual Change Research

ERIC Educational Resources Information Center

Lin, Jing-Wen; Yen, Miao-Hsuan; Liang, Jia-Chi; Chiu, Mei-Hung; Guo, Chorng-Jee

2016-01-01

This study used content analysis to examine the most studied conceptual change factors that influence students' science learning processes and their learning outcomes. The reviewed research included empirical studies published since Posner et al. proposed their conceptual change model 30 years ago (from 1982 to 2011). One hundred sixteen SSCI…

A conceptual connectivity framework for understanding geomorphic change in human-impacted fluvial systems

NASA Astrophysics Data System (ADS)

Pöppl, Ronald; Keesstra, Saskia; Maroulis, Jerry

2017-04-01

Human-induced landscape change is difficult to predict due to the complexity inherent in both geomorphic and social systems as well as due to emerging coupling relationships between them. To better understand system complexity and system response to change, connectivity has become an important research paradigm within various disciplines including geomorphology, hydrology and ecology. With the proposed conceptual connectivity framework on geomorphic change in human-impacted fluvial systems a cautionary note is flagged regarding the need (i) to include and to systematically conceptualise the role of different types of human agency in altering connectivity relationships in geomorphic systems and (ii) to integrate notions of human-environment interactions to connectivity concepts in geomorphology to better explain causes and trajectories of landscape change. Underpinned by case study examples, the presented conceptual framework is able to explain how geomorphic response of fluvial systems to human disturbance is determined by system-specific boundary conditions (incl. system history, related legacy effects and lag times), vegetation dynamics and human-induced functional relationships (i.e. feedback mechanisms) between the different spatial dimensions of connectivity. It is further demonstrated how changes in social systems can trigger a process-response feedback loop between social and geomorphic systems that further governs the trajectory of landscape change in coupled human-geomorphic systems.

Using Conceptual Change Texts with Analogies for Misconceptions in Acids and Bases

ERIC Educational Resources Information Center

Cetingul, Ipek; Geban, Omer

2011-01-01

This study was conducted to explore the effectiveness of conceptual change oriented instruction over traditional instruction on students' understanding of acids and bases concept. Besides, effects of gender difference and science process skills on students' understanding of acids and bases were also investigated. Analysis of the results showed…

Effectiveness of Conceptual Change Instruction on Understanding of Heat and Temperature Concepts

ERIC Educational Resources Information Center

Baser, Mustafa; Geban, Omer

2007-01-01

This study investigated the differential effects of two modes of instructional program (conceptual change oriented and traditionally designed) and gender difference on students' understanding of heat and temperature concepts, and their attitudes toward science as a school subject. The subjects of this study consisted of 72 seventh grade students…

A Conceptual and Measurement Framework to Guide Policy Development and Systems Change

ERIC Educational Resources Information Center

Schalock, Robert L.; Verdugo, Miguel Angel

2012-01-01

The authors describe a conceptual and measurement framework that provides a template for guiding policy development and systems change. The framework is built on the concepts of vertical and horizontal alignment, system-level processes, and organization-level practices. Application of the framework can structure the thinking and analytic…

The Effects of Classic and Web-Designed Conceptual Change Texts on the Subject of Water Chemistry

ERIC Educational Resources Information Center

Tas, Erol; Gülen, Salih; Öner, Zeynep; Özyürek, Cengiz

2015-01-01

The purpose of this study is to research the effects of traditional and web-assisted conceptual change texts for the subject of water chemistry on the success, conceptual errors and permanent learning of students. A total of 37 8th graders in a secondary school of Samsun participated in this study which had a random experimental design with…

Supporting Instruction By Defining Conceptual Relevance Of Materials: Alignment Of Resources To An Earth Systems Framework

NASA Astrophysics Data System (ADS)

Menicucci, A. J.; Bean, J. R.

2017-12-01

Environmental, geological, and climatological sciences are important facets of physical science education. However, it is often difficult for educators to acquire the necessary resources to facilitate content explanations, and demonstration of the conceptual links between individual lessons. The Understanding Global Change (UGC) Project at the University of California Museum of Paleontology (UCMP) at UC Berkeley is aligning new and existing Earth systems educational resources that are high-quality, interactive and inquiry based. Learning resources are organized by the UGC framework topics (Causes of Change, How the Earth System Works, and Measurable Changes), and focus on exploring topic relationships. Resources are currently aligned with both the UGC framework and the Next Generation Science Standards (NGSS), facilitating broad utility among K-16 educators. The overarching goal of the UGC Project is to provide the necessary resources that guide the construction of coherent, interdisciplinary instructional units. These units can be reinforced through system models, providing visual learning scaffolds for assessments of student content knowledge. Utilizing the central framework of UGC alleviates the long-standing problem of creating coherent instructional units from multiple learning resources, each organized and categorized independently across multiple platforms that may not provide explicit connections among Earth science subjects UGC topic cross listing of learning modules establishes conceptual links. Each resource is linked across several Earth system components, facilitating exploration of relationships and feedbacks between processes. Cross listed topics are therefore useful for development of broad picture learning goals via targeted instructional units. We also anticipate cultivating summaries of the explicit conceptual links explored in each resource from both current teachers and content specialists. Insructional units currated and aligned under the UGC

Effectiveness of Conceptual Change Text-oriented Instruction on Students' Understanding of Energy in Chemical Reactions

NASA Astrophysics Data System (ADS)

Taştan, Özgecan; Yalçınkaya, Eylem; Boz, Yezdan

2008-10-01

The aim of this study is to compare the effectiveness of conceptual change text instruction (CCT) in the context of energy in chemical reactions. The subjects of the study were 60, 10th grade students at a high school, who were in two different classes and taught by the same teacher. One of the classes was randomly selected as the experimental group in which CCT instruction was applied, and the other as the control group in which traditional teaching method was used. The data were obtained through the use of Energy Concept Test (ECT), the Attitude Scale towards Chemistry (ASC) and Science Process Skill Test (SPST). In order to find out the effect of the conceptual change text on students' learning of energy concept, independent sample t-tests, ANCOVA (analysis of covariance) and ANOVA (analysis of variance) were used. Results revealed that there was a statistically significant mean difference between the experimental and control group in terms of students' ECT total mean scores; however, there was no statistically significant difference between the experimental and control group in terms of students' attitude towards chemistry. These findings suggest that conceptual change text instruction enhances the understanding and achievement.

Combining Different Conceptual Change Methods within 5E Model: A Sample Teaching Design of "Cell" Concept and its Organelles

ERIC Educational Resources Information Center

Urey, Mustafa; Calik, Muammer

2008-01-01

Since students' misconceptions are not completely remedied by means of only one conceptual change method, the authors assume that using different conceptual methods embedded within the 5E model will not only be more effective in enhancing students' conceptual understanding, but also may eliminate all students' misconceptions. The aim of this study…

Conceptual Change and Killer Whales: Constructing Ecological Values for Animals at the Vancouver Aquarium.

ERIC Educational Resources Information Center

Kelsey, Elin

1991-01-01

Examines how the aquarium has attempted to move from a transfer view of knowledge to a constructivist approach in its most popular general public program--the killer whale presentation. The process of change that staff underwent is similar to conceptual change processes among learners of science. Describes constructivist strategies of conceptual…

Applying Behavior Change Theories and Qualitative Methods in Substance Misuse Implementation Research: Conceptualizing the Adoption of Breaking Free Online in Real-World Clinical Practice.

PubMed

Dugdale, Stephanie; Elison, Sarah; Davies, Glyn; Ward, Jonathan

2017-06-01

There is insufficient research examining the implementation of complex novel interventions within health care. This may be due to a lack of qualitative research providing subjective insights into these implementation processes. The authors investigate the advantages of applying behavior change theories to conceptualize qualitative data describing the processes of implementation of complex interventions. Breaking Free Online (BFO), a digital treatment intervention for substance misuse, is described as an example of a complex intervention. The authors review previous qualitative research which explored initial diffusion, or spread, of the BFO program, and its subsequent normalization as part of standard treatment for substance misuse within the health and social care charity, "Change, Grow, Live" (CGL). The use of behavior change models to structure qualitative interview findings enabled identification of facilitators and barriers to the use of BFO within CGL. These findings have implications for the development of implementation research in novel health care interventions.

Proposing a conceptual framework for integrated local public health policy, applied to childhood obesity--the behavior change ball.

PubMed

Hendriks, Anna-Marie; Jansen, Maria W J; Gubbels, Jessica S; De Vries, Nanne K; Paulussen, Theo; Kremers, Stef P J

2013-04-18

Childhood obesity is a 'wicked' public health problem that is best tackled by an integrated approach, which is enabled by integrated public health policies. The development and implementation of such policies have in practice proven to be difficult, however, and studying why this is the case requires a tool that may assist local policy-makers and those assisting them. A comprehensive framework that can help to identify options for improvement and to systematically develop solutions may be used to support local policy-makers. We propose the 'Behavior Change Ball' as a tool to study the development and implementation of integrated public health policies within local government. Based on the tenets of the 'Behavior Change Wheel' by Michie and colleagues (2011), the proposed conceptual framework distinguishes organizational behaviors of local policy-makers at the strategic, tactical and operational levels, as well as the determinants (motivation, capability, opportunity) required for these behaviors, and interventions and policy categories that can influence them. To illustrate the difficulty of achieving sustained integrated approaches, we use the metaphor of a ball in our framework: the mountainous landscapes surrounding the ball reflect the system's resistance to change (by making it difficult for the ball to roll). We apply this framework to the problem of childhood obesity prevention. The added value provided by the framework lies in its comprehensiveness, theoretical basis, diagnostic and heuristic nature and face validity. Since integrated public health policies have not been widely developed and implemented in practice, organizational behaviors relevant to the development of these policies remain to be investigated. A conceptual framework that can assist in systematically studying the policy process may facilitate this. Our Behavior Change Ball adds significant value to existing public health policy frameworks by incorporating multiple theoretical perspectives

Different intra- and interspecific facilitation mechanisms between two Mediterranean trees under a climate change scenario.

PubMed

Gimeno, Teresa E; Escudero, Adrián; Valladares, Fernando

2015-01-01

In harsh environments facilitation alleviates biotic and abiotic constraints on tree recruitment. Under ongoing drier climate change, we expect facilitation to increase as a driver of coexistence. However, this might not hold under extreme abiotic stress and when the outcome depends on the interaction with other drivers such as altered herbivore pressure due to land use change. We performed a field water-manipulation experiment to quantify the importance of facilitation in two coexisting Mediterranean trees (dominant Juniperus thurifera and coexisting Quercus ilex subsp. ballota) under a climate change scenario. Shifts in canopy dominance favouring Q. ilex could be based on the extension of heterospecific facilitation to the detriment of conspecific alleviation. We found that saplings of both species transplanted under the canopy of nurse trees had greater survival probability, growth and photochemical efficiency. Intra- and interspecific facilitation mechanisms differed: alleviation of abiotic stress benefited both species during summer and J. thurifera during winter, whereas browsing protection was relevant only for Q. ilex. Facilitation was greater under the dry treatment only for Q. ilex, which partially agreed with the predictions of the stress gradient hypothesis. We conclude that present rainfall availability limits neither J. thurifera nor Q. ilex establishment. Nevertheless, under current global change scenarios, imposing increasing abiotic stress together with altered herbivore browsing, nurse trees could differentially facilitate the establishment of Q. ilex due to species-specific traits, i.e. palatability; drought, heat and cold tolerance, underlying species differences in the facilitation mechanisms and eventually triggering a change from pure juniper woodlands to mixed formations.

The role of diverse instruction in conceptual change.

PubMed

Hayes, Brett K; Goodhew, Alison; Heit, Evan; Gillan, Joanna

2003-12-01

This study examined how a fundamental principle of induction and scientific reasoning, information diversity, could be used to promote change in children's mental models of the earth's shape. Six-year-old children (N=132) were randomly allocated to a control or to one of two training conditions. Some training groups received instruction that simultaneously challenged children's beliefs concerning (a) why the earth appears flat to a surface observer and (b) the role of gravity. Others received instruction that repeatedly challenged only one of these beliefs. An adaptation of the Vosniadou and Brewer (1992, Cognitive Psychology 24, 535-585) protocol for identifying mental models of the earth was administered before and after instruction. Both instruction methods produced increases in factual knowledge. Only children receiving instruction about two core beliefs, however, showed an increased rate of acceptance of a spherical earth model at posttest. The findings show that instruction that challenges diverse aspects of children's naïve scientific beliefs is more likely to produce conceptual change.

Conceptual knowledge in the interpretation of idioms.

PubMed

Nayak, N P; Gibbs, R W

1990-09-01

The authors examined how people determine the contextual appropriateness of idioms. In Experiment 1, idioms referring to the same temporal stage of a conceptual prototype were judged to be more similar in meaning than idioms referring to different temporal stages. In Experiment 2, idioms in a prototypical temporal sequence were more meaningful than idioms in sentences that violated the temporal sequence. In Experiment 3, idioms referring to the same stage of a conceptual prototype were differentiable on the basis of conceptual information. The conceptual coherence between idioms and contexts facilitated the processing speed of idioms in Experiment 4. Experiment 5 showed that speakers can recover the underlying conceptual metaphors that link an idiom to its figurative meaning. Experiment 6 showed that the metaphoric information reflected in the lexical makeup of idioms also determined the metaphoric appropriateness of idioms in certain contexts.

Word Associations as a Tool for Assessing Conceptual Change in Science Education

ERIC Educational Resources Information Center

Hovardas, Tasos; Korfiatis, Konstantinos J.

2006-01-01

In the present study, we have applied a word association procedure for assessing conceptual change in science education, leaning on the presuppositions of the theory of social representations. The proposed method was applied both before and after a university population ecology course. Our results have shown that the teaching procedure can change…

Middle school students' conceptual change in global climate change: Using argumentation to foster knowledge construction

NASA Astrophysics Data System (ADS)

Golden, Barry W.

This research examined middle school student conceptions about global climate change (GCC) and the change these conceptions undergo during an argument driven instructional unit. The theoretical framework invoked for this study is the framework theory of conceptual change (Vosniadou, 2007a). This theory posits that students do not simply correct incorrect ideas with correct ones, but instead weigh incoming ideas against already existing explanatory frameworks, which have likely served the learner well to this point. The research questions were as follows: (1) What are the patterns of students' conceptual change in GCC? (a) What conceptions are invoked in student learning in this arena? (b) What conceptions are most influential? (c) What are the extra-rational factors influencing conceptual change in GCC? This research took place in an urban public school in a medium sized city in the southeastern United States. A sixth grade science teacher at Central Middle school, Ms. Octane, taught a course titled "Research Methods I., which was an elective science course that students took as part of a science magnet program. A unit was designed for 6th grade instruction that incorporated an Argument-Driven Inquiry (ADI) approach, centered on the subject matter of Global Climate change and Global Warming. Students were immersed in three separate lessons within the unit, each of which featured an emphasis upon creating scientific explanations based upon evidence. Additionally, each of the lessons placed a premium on students working towards the development of such explanations as a part of a group, with an emphasis on peer review of the robustness of the explanations proposed. The students were involved in approximately a two week unit emphasizing global climate change. This unit was based on an argumentation model that provided data to students and asked them to develop explanations that accounted for the data. The students then underwent a peer-review process to determine if

Stakeholder Participation in System Change: A New Conceptual Model.

PubMed

O'Rourke, Tammy; Higuchi, Kathryn S; Hogg, William

2016-08-01

A recent change in Canada's primary care system led to the introduction of Nurse Practitioner-Led clinics. The literature suggests that stakeholders can influence system change initiatives. However, very little is known about healthcare stakeholder motivations, particularly stakeholders who are seen as resistors to change. To examine stakeholder participation in the system change process that led to the introduction of the first Nurse Practitioner-Led clinic in Ontario. This single case study included two site visits, semistructured individual tape-recorded interviews, and the examination of relevant public documents. Qualitative content analysis was used to analyze the data. Sixteen individuals from different healthcare sectors and professions participated in the interviews and 20 documents were reviewed. Six key themes emerged from the data. Linking Evidence to Action The findings from the study present a new perspective on stakeholder participation that includes both those who supported the proposed change and those who advocated for a different change. The findings identify stakeholder activities used to shape, share, and protect their visions for system change. The conceptual model presented in this study adds to the understanding of challenges and complexities involved in healthcare system change. Understanding why and how stakeholders participate in change can help healthcare leaders in planning activities to enhance stakeholder involvement in healthcare system change. © 2016 Sigma Theta Tau International.

Ordering theories: Typologies and conceptual frameworks for sociotechnical change

PubMed Central

Sovacool, Benjamin K; Hess, David J

2017-01-01

What theories or concepts are most useful at explaining socio technical change? How can – or cannot – these be integrated? To provide an answer, this study presents the results from 35 semi-structured research interviews with social science experts who also shared more than two hundred articles, reports and books on the topic of the acceptance, adoption, use, or diffusion of technology. This material led to the identification of 96 theories and conceptual approaches spanning 22 identified disciplines. The article begins by explaining its research terms and methods before honing in on a combination of fourteen theories deemed most relevant and useful by the material. These are: Sociotechnical Transitions, Social Practice Theory, Discourse Theory, Domestication Theory, Large Technical Systems, Social Construction of Technology, Sociotechnical Imaginaries, Actor-Network Theory, Social Justice Theory, Sociology of Expectations, Sustainable Development, Values Beliefs Norms Theory, Lifestyle Theory, and the Unified Theory of Acceptance and Use of Technology. It then positions these theories in terms of two distinct typologies. Theories can be placed into five general categories of being centered on agency, structure, meaning, relations or norms. They can also be classified based on their assumptions and goals rooted in functionalism, interpretivism, humanism or conflict. The article lays out tips for research methodology before concluding with insights about technology itself, analytical processes associated with technology, and the framing and communication of results. An interdisciplinary theoretical and conceptual inventory has much to offer students, analysts and scholars wanting to study technological change and society. PMID:28641502

Fostering Radical Conceptual Change through Dual-Situated Learning Model

ERIC Educational Resources Information Center

She, Hsiao-Ching

2004-01-01

This article examines how the Dual-Situated Learning Model (DSLM) facilitates a radical change of concepts that involve the understanding of matter, process, and hierarchical attributes. The DSLM requires knowledge of students' prior beliefs of science concepts and the nature of these concepts. In addition, DSLM also serves two functions: it…

Aircraft Conceptual Design Using Vehicle Sketch Pad

NASA Technical Reports Server (NTRS)

Fredericks, William J.; Antcliff, Kevin R.; Costa, Guillermo; Deshpande, Nachiket; Moore, Mark D.; Miguel, Edric A. San; Snyder, Alison N.

2010-01-01

Vehicle Sketch Pad (VSP) is a parametric geometry modeling tool that is intended for use in the conceptual design of aircraft. The intent of this software is to rapidly model aircraft configurations without expending the expertise and time that is typically required for modeling with traditional Computer Aided Design (CAD) packages. VSP accomplishes this by using parametrically defined components, such as a wing that is defined by span, area, sweep, taper ratio, thickness to cord, and so on. During this phase of frequent design builds, changes to the model can be rapidly visualized along with the internal volumetric layout. Using this geometry-based approach, parameters such as wetted areas and cord lengths can be easily extracted for rapid external performance analyses, such as a parasite drag buildup. At the completion of the conceptual design phase, VSP can export its geometry to higher fidelity tools. This geometry tool was developed by NASA and is freely available to U.S. companies and universities. It has become integral to conceptual design in the Aeronautics Systems Analysis Branch (ASAB) here at NASA Langley Research Center and is currently being used at over 100 universities, aerospace companies, and other government agencies. This paper focuses on the use of VSP in recent NASA conceptual design studies to facilitate geometry-centered design methodology. Such a process is shown to promote greater levels of creativity, more rapid assessment of critical design issues, and improved ability to quickly interact with higher order analyses. A number of VSP vehicle model examples are compared to CAD-based conceptual design, from a designer perspective; comparisons are also made of the time and expertise required to build the geometry representations as well.

Navigating change: how outreach facilitators can help clinicians improve patient outcomes.

PubMed

Laferriere, Dianne; Liddy, Clare; Nash, Kate; Hogg, William

2012-01-01

The objective of this study was to describe outreach facilitation as an effective method of assisting and supporting primary care practices to improve processes and delivery of care. We spent 4 years working with 83 practices in Eastern Ontario, Canada, on the Improved Delivery of Cardiovascular Care through the Outreach Facilitation program. Primary care practices, even if highly motivated, face multiple challenges when providing quality patient care. Outreach facilitation can be an effective method of assisting and supporting practices to make the changes necessary to improve processes and delivery of care. Multiple jurisdictions use outreach facilitation for system redesign, improved efficiencies, and advanced access. The development and implementation of quality improvement programs using practice facilitation can be challenging. Our research team has learned valuable lessons in developing tools, finding resources, and assisting practices to reach their quality improvement goals. These lessons can lead to improved experiences for the practices and overall improved outcomes for the patients they serve.

Promoting Conceptual Change through Active Learning Using Open Source Software for Physics Simulations

ERIC Educational Resources Information Center

Baser, Mustafa

2006-01-01

This paper reports upon an active learning approach that promotes conceptual change when studying direct current electricity circuits, using free open source software, "Qucs". The study involved a total of 102 prospective mathematics teacher students. Prior to instruction, students' understanding of direct current electricity was…

Imagery Rescripting: The Impact of Conceptual and Perceptual Changes on Aversive Autobiographical Memories

PubMed Central

Slofstra, Christien; Nauta, Maaike H.; Holmes, Emily A.; Bockting, Claudi L. H.

2016-01-01

Background Imagery rescripting (ImRs) is a process by which aversive autobiographical memories are rendered less unpleasant or emotional. ImRs is thought only to be effective if a change in the meaning-relevant (semantic) content of the mental image is produced, according to a cognitive hypothesis of ImRs. We propose an additional hypothesis: that ImRs can also be effective by the manipulation of perceptual features of the memory, without explicitly targeting meaning-relevant content. Methods In two experiments using a within-subjects design (both N = 48, community samples), both Conceptual-ImRs—focusing on changing meaning-relevant content—and Perceptual-ImRs—focusing on changing perceptual features—were compared to Recall-only of aversive autobiographical image-based memories. An active control condition, Recall + Attentional Breathing (Recall+AB) was added in the first experiment. In the second experiment, a Positive-ImRs condition was added—changing the aversive image into a positive image that was unrelated to the aversive autobiographical memory. Effects on the aversive memory’s unpleasantness, vividness and emotionality were investigated. Results In Experiment 1, compared to Recall-only, both Conceptual-ImRs and Perceptual-ImRs led to greater decreases in unpleasantness, and Perceptual-ImRs led to greater decreases in emotionality of memories. In Experiment 2, the effects on unpleasantness were not replicated, and both Conceptual-ImRs and Perceptual-ImRs led to greater decreases in emotionality, compared to Recall-only, as did Positive-ImRs. There were no effects on vividness, and the ImRs conditions did not differ significantly from Recall+AB. Conclusions Results suggest that, in addition to traditional forms of ImRs, targeting the meaning-relevant content of an image during ImRs, relatively simple techniques focusing on perceptual aspects or positive imagery might also yield benefits. Findings require replication and extension to clinical

Exploring Indigenous Game-Based Physics Activities in Pre-Service Physics Teachers' Conceptual Change and Transformation of Epistemic Beliefs

ERIC Educational Resources Information Center

Morales, Marie Paz Escaño

2017-01-01

"Laro-ng-Lahi" (Indigenous Filipino game) based physics activities invigorated the integration of culture in the pre-service physics education to develop students' epistemic beliefs and the notion of conceptual understanding through conceptual change. The study conveniently involved 28 pre-service undergraduate physics students enrolled…

Evaluation of the Effectiveness of Conceptual Change Texts in the REACT Strategy

ERIC Educational Resources Information Center

Ültay, Neslihan; Durukan, Ümmü Gülsüm; Ültay, Eser

2015-01-01

This study aimed to investigate the effect of conceptual change text (CCT) in the REACT strategy for students' conceptions of solutions. A quasi-experimental method was used in the study. The study was carried out in the spring term of the 2012-2013 academic year with 61 freshmen students (aged 18-20 years) studying in the Elementary Education…

On the Impact of Formative Assessment on Student Motivation, Achievement, and Conceptual Change

ERIC Educational Resources Information Center

Yin, Yue; Shavelson, Richard J.; Ayala, Carlos C.; Ruiz-Primo, Maria Araceli; Brandon, Paul R.; Furtak, Erin Marie; Tomita, Miki K.; Young, Donald B.

2008-01-01

Formative assessment was hypothesized to have a beneficial impact on students' science achievement and conceptual change, either directly or indirectly by enhancing motivation. We designed and embedded formatives assessments within an inquiry science unit. Twelve middle-school science teachers with their students were randomly assigned either to…

Implementing change in primary care practices using electronic medical records: a conceptual framework.

PubMed

Nemeth, Lynne S; Feifer, Chris; Stuart, Gail W; Ornstein, Steven M

2008-01-16

Implementing change in primary care is difficult, and little practical guidance is available to assist small primary care practices. Methods to structure care and develop new roles are often needed to implement an evidence-based practice that improves care. This study explored the process of change used to implement clinical guidelines for primary and secondary prevention of cardiovascular disease in primary care practices that used a common electronic medical record (EMR). Multiple conceptual frameworks informed the design of this study designed to explain the complex phenomena of implementing change in primary care practice. Qualitative methods were used to examine the processes of change that practice members used to implement the guidelines. Purposive sampling in eight primary care practices within the Practice Partner Research Network-Translating Researching into Practice (PPRNet-TRIP II) clinical trial yielded 28 staff members and clinicians who were interviewed regarding how change in practice occurred while implementing clinical guidelines for primary and secondary prevention of cardiovascular disease and strokes. A conceptual framework for implementing clinical guidelines into primary care practice was developed through this research. Seven concepts and their relationships were modelled within this framework: leaders setting a vision with clear goals for staff to embrace; involving the team to enable the goals and vision for the practice to be achieved; enhancing communication systems to reinforce goals for patient care; developing the team to enable the staff to contribute toward practice improvement; taking small steps, encouraging practices' tests of small changes in practice; assimilating the electronic medical record to maximize clinical effectiveness, enhancing practices' use of the electronic tool they have invested in for patient care improvement; and providing feedback within a culture of improvement, leading to an iterative cycle of goal setting

What role does performance information play in securing improvement in healthcare? a conceptual framework for levers of change.

PubMed

Levesque, Jean-Frederic; Sutherland, Kim

2017-08-28

Across healthcare systems, there is consensus on the need for independent and impartial assessment of performance. There is less agreement about how measurement and reporting performance improves healthcare. This paper draws on academic theories to develop a conceptual framework-one that classifies in an integrated manner the ways in which change can be leveraged by healthcare performance information. A synthesis of published frameworks. The framework identifies eight levers for change enabled by performance information, spanning internal and external drivers, and emergent and planned processes: (1) cognitive levers provide awareness and understanding; (2) mimetic levers inform about the performance of others to encourage emulation; (3) supportive levers provide facilitation, implementation tools or models of care to actively support change; (4) formative levers develop capabilities and skills through teaching, mentoring and feedback; (5) normative levers set performance against guidelines, standards, certification and accreditation processes; (6) coercive levers use policies, regulations incentives and disincentives to force change; (7) structural levers modify the physical environment or professional cultures and routines; (8) competitive levers attract patients or funders. This framework highlights how performance measurement and reporting can contribute to eight different levers for change. It provides guidance into how to align performance measurement and reporting into quality improvement programme. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2017. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Formalization, Conflict, and Change: Constructive and Destructive Consequences in Schools.

ERIC Educational Resources Information Center

DiPaola, Michael F.; Hoy, Wayne K.

2001-01-01

Describes a typology of change drawn from conceptualizing conflict as cognitive or affective, and organizational formalization in terms of enabling or coercive procedures. The framework can predict the impact of change, from situations that catalyze and facilitate change to those that frustrate and inhibit it. Summarizes key factors for school…

An educational ethnography of teacher-developed science curriculum implementation: Enacting conceptual change-based science inquiry with Hispanic students

NASA Astrophysics Data System (ADS)

Brunsell, Eric Steven

An achievement gap exists between White and Hispanic students in the United States. Research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that science should be taught using a science inquiry approach. Extensive research in teaching and learning science also shows that a conceptual change model of teaching is effective in helping students learn science. Finally, research into how Hispanic students learn best has provided a number of suggestions for science instruction. The Inquiry for Conceptual Change model merges these three research strands into a comprehensive yet accessible model for instruction. This study investigates two questions. First, what are teachers' perceptions of science inquiry and its implementation in the classroom? Second, how does the use of the Inquiry for Conceptual Change model affect the learning of students in a predominantly Hispanic, urban neighborhood. Five teachers participated in a professional development project where they developed and implemented a science unit based on the Inquiry for Conceptual Change model. Three units were developed and implemented for this study. This is a qualitative study that included data from interviews, participant reflections and journals, student pre- and post-assessments, and researcher observations. This study provides an in-depth description of the role of professional development in helping teachers understand how science inquiry can be used to improve instructional quality for students in a predominantly Hispanic, urban neighborhood. These teachers demonstrated that it is important for professional development to be collaborative and provide opportunities for teachers to enact and reflect on new teaching paradigms. This study also shows promising results for the ability of the Inquiry for Conceptual Change model to improve student learning.

Orchestrating student discourse opportunities and listening for conceptual understandings in high school science classrooms

NASA Astrophysics Data System (ADS)

Kinard, Melissa Grass

Scientific communities have established social mechanisms for proposing explanations, questioning evidence, and validating claims. Opportunities like these are often not a given in science classrooms (Vellom, Anderson, & Palincsar, 1993) even though the National Science Education Standards (NSES, 1996) state that a scientifically literate person should be able to "engage intelligently in public discourse and debate about important issues in science and technology" (National Research Council [NRC], 1996). Research further documents that students' science conceptions undergo little modification with the traditional teaching experienced in many high school science classrooms (Duit, 2003, Dykstra, 2005). This case study is an examination of the discourse that occurred as four high school physics students collaborated on solutions to three physics lab problems during which the students made predictions and experimentally generated data to support their predictions. The discourse patterns were initially examined for instances of concept negotiations. Selected instances were further examined using Toulmin's (2003) pattern for characterizing argumentation in order to understand the students' scientific reasoning strategies and to document the role of collaboration in facilitating conceptual modifications and changes. Audio recordings of the students' conversations during the labs, written problems turned in to the teacher, interviews of the students, and observations and field notes taken during student collaboration were used to document and describe the students' challenges and successes encountered during their collaborative work. The findings of the study indicate that collaboration engaged the students and generated two types of productive science discourse: concept negotiations and procedure negotiations. Further analysis of the conceptual and procedure negotiations revealed that the students viewed science as sensible and plausible but not as a tool they could

Compatibility between Cultural Studies and Conceptual Change in Science Education: There Is More to Acknowledge than to Fight Straw Men!

ERIC Educational Resources Information Center

Treagust, David F.; Duit, Reinders

2008-01-01

In this response, we attempt to clarify our position on conceptual change, state our position on mental models being a viable construct to represent learning, indicate important issues from the social cultural perspective that can inform our work on conceptual change and lastly comment on issues that we consider to be straw men. Above all we argue…

Using Analogy and Model to Enhance Conceptual Change in Thai Middle School Students

ERIC Educational Resources Information Center

Wichaidit, Sittichai; Wongyounoi, Somson; Dechsri, Precharn; Chaivisuthangkura, Parin

2011-01-01

This study examined conceptual change of Thai middle school students after learning photosynthesis with analogy and model. The analogy mapped key features from the analog (cooking food) to the target concept (photosynthesis). Modeling photosynthesis activity provided the opportunity for students to understand how plants use sugar to synthesize…

Meaningful main effects or intriguing interactions? Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics

NASA Astrophysics Data System (ADS)

Franco, Gina M.

The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing and conceptual change when learning about physics concepts through text. Specifically, I manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with individuals' epistemic beliefs to facilitate or constrain learning. In accordance with definitions from Royce's (1983) framework of psychological epistemology, texts were developed to present Newtonian concepts in either a rational or a metaphorical format. Seventy-five undergraduate students completed questionnaires designed to measure their epistemic beliefs and their misconceptions about Newton's laws of motion. Participants then read the first of two instructional texts (in either a rational or metaphorical format), and were asked to think aloud while reading. After reading the text, participants completed a recall task and a post-test of selected items regarding Newtonian concepts. These steps were repeated with a second instructional text (in either a rational or metaphorical format, depending on which format was assigned previously). Participants' think-aloud sessions were audio-recorded, transcribed, and then blindly coded, and their recalls were scored for total number of correctly recalled ideas from the text. Changes in misconceptions were analyzed by examining changes in participants' responses to selected questions about Newtonian concepts from pretest to posttest. Results revealed that when individuals' epistemic beliefs were congruent with the knowledge representations in their assigned texts, they performed better on both online measures of learning (e.g., use of processing strategies) and offline products of learning (e.g., text recall, changes in misconceptions) than when their epistemic beliefs were incongruent with the knowledge representations. These results have implications for how

The Effect of Cooperative Learning Approach Based on Conceptual Change Condition on Students' Understanding of Chemical Equilibrium Concepts

ERIC Educational Resources Information Center

Bilgin, Ibrahim; Geban, Omer

2006-01-01

The purpose of this study is to investigate the effects of the cooperative learning approach based on conceptual change conditions over traditional instruction on 10th grade students' conceptual understanding and achievement of computational problems related to chemical equilibrium concepts. The subjects of this study consisted of 87 tenth grade…

Conceptual Change, History, and Science Stories.

ERIC Educational Resources Information Center

Stinner, Arthur; Williams, Harvey

1993-01-01

Science teachers implementing educational research findings must choose between instructional prescriptions from Piaget's theory of cognitive development and from alternative conceptual frameworks theory. Contextual teaching using large context problems or science stories addresses both. The paper outlines a program that designs historically based…

Conceptual Change in Psychology Students' Acceptance of the Scientific Foundation of the Discipline

ERIC Educational Resources Information Center

Amsel, Eric; Ashley, Aaron; Baird, Todd; Johnston, Adam

2014-01-01

Two studies explored conceptual change in undergraduate psychology students' acceptance of the scientific foundations of the discipline. In Study 1, Introductory Psychology students completed the Psychology as Science questionnaire (PAS) at the beginning and end of the semester and did so from their own (Self Condition) and their instructors'…

Structuring Cooperative Learning for Motivation and Conceptual Change in the Concepts of Mixtures

ERIC Educational Resources Information Center

Belge Can, Hatice; Boz, Yezdan

2016-01-01

This study investigates the effect of structuring cooperative learning based on conceptual change approach on grade 9 students' understanding the concepts of mixtures and their motivation, compared with traditional instruction. Among six classes of a high school, two of them were randomly assigned to cooperative learning group where students were…

Bioerosion in a changing world: a conceptual framework.

PubMed

Davidson, Timothy M; Altieri, Andrew H; Ruiz, Gregory M; Torchin, Mark E

2018-03-01

Bioerosion, the breakdown of hard substrata by organisms, is a fundamental and widespread ecological process that can alter habitat structure, biodiversity and biogeochemical cycling. Bioerosion occurs in all biomes of the world from the ocean floor to arid deserts, and involves a wide diversity of taxa and mechanisms with varying ecological effects. Many abiotic and biotic factors affect bioerosion by acting on the bioeroder, substratum, or both. Bioerosion also has socio-economic impacts when objects of economic or cultural value such as coastal defences or monuments are damaged. We present a unifying definition and advance a conceptual framework for (a) examining the effects of bioerosion on natural systems and human infrastructure and (b) identifying and predicting the impacts of anthropogenic factors (e.g. climate change, eutrophication) on bioerosion. Bioerosion is responding to anthropogenic changes in multiple, complex ways with significant and wide-ranging effects across systems. Emerging data further underscore the importance of bioerosion, and need for mitigating its impacts, especially at the dynamic land-sea boundary. Generalised predictions remain challenging, due to context-dependent effects and nonlinear relationships that are poorly resolved. An integrative and interdisciplinary approach is needed to understand how future changes will alter bioerosion dynamics across biomes and taxa. © 2018 John Wiley & Sons Ltd/CNRS.

Conceptual change and preschoolers' theory of mind: evidence from load-force adaptation.

PubMed

Sabbagh, Mark A; Hopkins, Sydney F R; Benson, Jeannette E; Flanagan, J Randall

2010-01-01

Prominent theories of preschoolers' theory of mind development have included a central role for changing or adapting existing conceptual structures in response to experiences. Because of the relatively protracted timetable of theory of mind development, it has been difficult to test this assumption about the role of adaptation directly. To gain evidence that cognitive adaptation is particularly important for theory of mind development, we sought to determine whether individual differences in cognitive adaptation in a non-social domain predicted preschoolers' theory of mind development. Twenty-five preschoolers were tested on batteries of theory of mind tasks, executive functioning tasks, and on their ability to adapt their lifting behavior to smoothly lift an unexpectedly heavy object. Results showed that children who adapted their lifting behavior more rapidly performed better on theory of mind tasks than those who adapted more slowly. These findings held up when age and performance on the executive functioning battery were statistically controlled. Although preliminary, we argue that this relation is attributable to individual differences in children's domain general abilities to efficiently change existing conceptual structures in response to experience. Copyright © 2010 Elsevier Ltd. All rights reserved.

Promoting Conceptual Change for Complex Systems Understanding: Outcomes of an Agent-Based Participatory Simulation

NASA Astrophysics Data System (ADS)

Rates, Christopher A.; Mulvey, Bridget K.; Feldon, David F.

2016-08-01

Components of complex systems apply across multiple subject areas, and teaching these components may help students build unifying conceptual links. Students, however, often have difficulty learning these components, and limited research exists to understand what types of interventions may best help improve understanding. We investigated 32 high school students' understandings of complex systems components and whether an agent-based simulation could improve their understandings. Pretest and posttest essays were coded for changes in six components to determine whether students showed more expert thinking about the complex system of the Chesapeake Bay watershed. Results showed significant improvement for the components Emergence ( r = .26, p = .03), Order ( r = .37, p = .002), and Tradeoffs ( r = .44, p = .001). Implications include that the experiential nature of the simulation has the potential to support conceptual change for some complex systems components, presenting a promising option for complex systems instruction.

Investigating the Relationship between Instructors’ Use of Active-Learning Strategies and Students’ Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments

PubMed Central

Cleveland, Lacy M.; Olimpo, Jeffrey T.; DeChenne-Peters, Sue Ellen

2017-01-01

In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students’ conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected quantitative data to compare participants’ conceptual understanding, attitudes, and motivation in the biological sciences across two contexts that employed different active-learning strategies and that were facilitated by unique instructors. Students participated in either graphic organizer/worksheet activities or clicker-based case studies. After controlling for demographic and presemester affective differences, we found that students in both active-learning environments displayed similar and significant learning gains. In terms of attitudinal and motivational data, significant differences were observed for two attitudinal measures. Specifically, those students who had participated in graphic organizer/worksheet activities demonstrated more expert-like attitudes related to their enjoyment of biology and ability to make real-world connections. However, all motivational and most attitudinal data were not significantly different between the students in the two learning environments. These data reinforce the notion that active learning is associated with conceptual change and suggests that more research is needed to examine the differential effects of varying active-learning strategies on students’ attitudes and motivation in the domain. PMID:28389428

Young children learning about living things: A case study of conceptual change from ontological and social perspectives

NASA Astrophysics Data System (ADS)

Venville, Grady

2004-05-01

Although research from a developmental/psychological perspective indicates that many children do not have a scientific understanding of living things, even by the age of 10 years, little research has been conducted about how students learn this science topic in the classroom. This exploratory research used a case-study design and qualitative data-collection methods to investigate the process of conceptual change from ontological and social perspectives when Year 1 (5- and 6-year-old) students were learning about living things. Most students were found to think about living things with either stable, nonscientific or stable, scientific framework theories. Transitional phases of understanding also were identified. Patterns of conceptual change observed over the 5-week period of instruction included theory change and belief revision as well as reversals in beliefs. The predominant pattern of learning, however, was the assimilation of facts and information into the students' preferred framework theory. The social milieu of the classroom context exposed students' scientific and nonscientific beliefs that influenced other individuals in a piecemeal fashion. Children with nonscientific theories of living things were identified as being least able to benefit from socially constructed, scientific knowledge; hence, recommendations are made for teaching that focuses on conceptual change strategies rather than knowledge enrichment.

Understanding Global Change: A New Conceptual Framework To Guide Teaching About Planetary Systems And Both The Causes And Effects Of Changes In Those Systems

NASA Astrophysics Data System (ADS)

Levine, J.; Bean, J. R.

2016-12-01

Goals of the Next Generation Science Standards include understanding climate change and learning about ways to moderate the causes and mitigate the consequences of planetary-scale anthropogenic activities that interact synergistically to affect ecosystems and societies. The sheer number and scale of both causes and effects of global change can be daunting for teachers, and the lack of a clear conceptual framework for presenting this material usually leads educators (and textbooks) to present these phenomenon as a disjointed "laundry list." But an alternative approach is in the works. The Understanding Global Change web resource, currently under development at the UC Berkeley Museum of Paleontology, will provide educators with a conceptual framework, graphic models, lessons, and assessment templates for teaching NGSS-aligned, interdisciplinary, global change curricula. The core of this resource is an original informational graphic that presents and relates Earth's global systems, human and non-human factors that produce changes in those systems, and the effects of those changes that scientists can measure.

Conceptualizing Education Policy in Democratic Societies

ERIC Educational Resources Information Center

Perry, Laura B.

2009-01-01

Although theorists and policy makers agree that schooling should be democratic, what this exactly means often varies. This article establishes a conceptual model for analyzing education policy in democratic societies, based on the key concepts of equality, diversity, participation, choice, and cohesion. The model facilitates the design,…

Proposing a conceptual framework for integrated local public health policy, applied to childhood obesity - the behavior change ball

PubMed Central

2013-01-01

Background Childhood obesity is a ‘wicked’ public health problem that is best tackled by an integrated approach, which is enabled by integrated public health policies. The development and implementation of such policies have in practice proven to be difficult, however, and studying why this is the case requires a tool that may assist local policy-makers and those assisting them. A comprehensive framework that can help to identify options for improvement and to systematically develop solutions may be used to support local policy-makers. Discussion We propose the ‘Behavior Change Ball’ as a tool to study the development and implementation of integrated public health policies within local government. Based on the tenets of the ‘Behavior Change Wheel’ by Michie and colleagues (2011), the proposed conceptual framework distinguishes organizational behaviors of local policy-makers at the strategic, tactical and operational levels, as well as the determinants (motivation, capability, opportunity) required for these behaviors, and interventions and policy categories that can influence them. To illustrate the difficulty of achieving sustained integrated approaches, we use the metaphor of a ball in our framework: the mountainous landscapes surrounding the ball reflect the system’s resistance to change (by making it difficult for the ball to roll). We apply this framework to the problem of childhood obesity prevention. The added value provided by the framework lies in its comprehensiveness, theoretical basis, diagnostic and heuristic nature and face validity. Summary Since integrated public health policies have not been widely developed and implemented in practice, organizational behaviors relevant to the development of these policies remain to be investigated. A conceptual framework that can assist in systematically studying the policy process may facilitate this. Our Behavior Change Ball adds significant value to existing public health policy frameworks by

Teaching and Learning about Matter in Grade 6 Classrooms: A Conceptual Change Approach

ERIC Educational Resources Information Center

Pimthong, Pattamaporn; Yutakom, Naruemon; Roadrangka, Vantipa; Sanguanruang, Sudjid; Cowie, Bronwen; Cooper, Beverley

2012-01-01

The purpose of this study was to enhance the teaching and learning of matter and its properties for grade 6 students. The development of a conceptual change approach instructional unit was undertaken for this purpose. Pre- and post-concept surveys, classroom observations, and student and teacher interviews were used to collect data. The teaching…

Testing a Conceptual Change Model Framework for Visual Data

ERIC Educational Resources Information Center

Finson, Kevin D.; Pedersen, Jon E.

2015-01-01

An emergent data analysis technique was employed to test the veracity of a conceptual framework constructed around visual data use and instruction in science classrooms. The framework incorporated all five key components Vosniadou (2007a, 2007b) described as existing in a learner's schema: framework theory, presuppositions, conceptual domains,…

Active Learning session based on Didactical Engineering framework for conceptual change in students' equilibrium and stability understanding

NASA Astrophysics Data System (ADS)

Canu, Michael; Duque, Mauricio; de Hosson, Cécile

2017-01-01

Engineering students on control courses lack a deep understanding of equilibrium and stability that are crucial concepts in this discipline. Several studies have shown that students find it difficult to understand simple familiar or academic static equilibrium cases as well as dynamic ones from mechanics even if they know the discipline's criteria and formulae. Our aim is to study the impact of a specific and innovative classroom session, containing well-chosen situations that address students' misconceptions. We propose an example of Active Learning experiment based both on the Didactical Engineering methodology and the Conceptual Fields Theory that aims at promoting a conceptual change in students. The chosen methodology allows, at the same time, a proper design of the student learning activities, an accurate monitoring of the students' rational use during the tasks and provides an internal tool for the evaluation of the session's efficiency. Although the expected starting conceptual change was detected, it would require another activity in order to be reinforced.

Self-Regulated Learning: The Continuous-Change Conceptual Framework and a Vision of New Paradigm, Technology System, and Pedagogical Support

ERIC Educational Resources Information Center

Huh, Yeol; Reigeluth, Charles M.

2017-01-01

A modified conceptual framework called the Continuous-Change Framework for self-regulated learning (SRL) is presented. Common elements and limitations among the past frameworks are discussed in relation to the modified conceptual framework. The iterative nature of the goal setting process and overarching presence of self-efficacy and motivational…

How Can Conceptual Schemes Change Teaching?

ERIC Educational Resources Information Center

Wickman, Per-Olof

2012-01-01

Lundqvist, Almqvist and Ostman describe a teacher's manner of teaching and the possible consequences it may have for students' meaning making. In doing this the article examines a teacher's classroom practice by systematizing the teacher's transactions with the students in terms of certain conceptual schemes, namely the "epistemological moves",…

Effect of Conceptual Change Texts for Overcoming Misconceptions in "People and Management" Unit

ERIC Educational Resources Information Center

Dagdelen, Orhan; Kosterelioglu, Ilker

2015-01-01

This study aimed to investigate the effects of conceptual change texts in teaching concepts in the "People and Management" Unit of a Social Studies Course. The working group of the study was composed of 4th graders in a primary school in Çorum, assigned as control (n = 23) and experimental (n = 23) groups. Non-equivalent control group…

Effect of Conceptual Change Oriented Instruction on Students' Understanding of Heat and Temperature Concepts

ERIC Educational Resources Information Center

Baser, Mustafa

2006-01-01

This study explores the effectiveness of conceptual change oriented instruction and standard science instruction and contribution of logical thinking ability on seventh grade students' understanding of heat and temperature concepts. Misconceptions related to heat and temperature concepts were determined by related literature on this subject.…

Posttraumatic Stress Disorder in the DSM-5: Controversy, Change, and Conceptual Considerations.

PubMed

Pai, Anushka; Suris, Alina M; North, Carol S

2017-02-13

The criteria for posttraumatic stress disorder PTSD have changed considerably with the newest edition of the American Psychiatric Association's (APA) Diagnostic and Statistical Manual of Mental Disorders ( DSM-5 ). Changes to the diagnostic criteria from the DSM-IV to DSM-5 include: the relocation of PTSD from the anxiety disorders category to a new diagnostic category named "Trauma and Stressor-related Disorders", the elimination of the subjective component to the definition of trauma, the explication and tightening of the definitions of trauma and exposure to it, the increase and rearrangement of the symptoms criteria, and changes in additional criteria and specifiers. This article will explore the nosology of the current diagnosis of PTSD by reviewing the changes made to the diagnostic criteria for PTSD in the DSM-5 and discuss how these changes influence the conceptualization of PTSD.

Productive Figurative Communication: Conventional Metaphors Facilitate the Comprehension of Related Novel Metaphors

ERIC Educational Resources Information Center

Thibodeau, Paul; Durgin, Frank H.

2008-01-01

Three experiments explored whether conceptual mappings in conventional metaphors are productive, by testing whether the comprehension of novel metaphors was facilitated by first reading conceptually related conventional metaphors. The first experiment, a replication and extension of Keysar et al. [Keysar, B., Shen, Y., Glucksberg, S., Horton, W.…

A Conceptual Framework for Responsive Global Engagement in Communication Sciences and Disorders

ERIC Educational Resources Information Center

Hyter, Yvette D.

2014-01-01

The field of speech-language pathology needs a conceptual framework to guide the provision of services in a globalized world. Proposed in this article is a conceptual framework designed to facilitate responsive global engagement for professionals such as speech-language pathologists, who are increasingly serving diverse populations around the…

Key enablers to facilitate healthy behavior change: workshop summary.

PubMed

Teyhen, Deydre S; Aldag, Matt; Centola, Damon; Edinborough, Elton; Ghannadian, Jason D; Haught, Andrea; Jackson, Theresa; Kinn, Julie; Kunkler, Kevin J; Levine, Betty; Martindale, Valerie E; Neal, David; Snyder, Leslie B; Styn, Mindi A; Thorndike, Frances; Trabosh, Valerie; Parramore, David J

2014-05-01

The increases in preventable chronic diseases and the rising costs of health care are unsustainable. The US Army Surgeon General's vision to transition from a health care system to a system of health requires the identification of key health enablers to facilitate the adoption of healthy behaviors. In support of this vision, the US Army Telemedicine and Advanced Technology Research Center hosted a workshop in April 2013 titled "Incentives to Create and Sustain Change for Health." Members of government and academia participated to identify key health enablers that could ultimately be leveraged by technology. The key health enablers discussed included (1) public health messaging, (2) changing health habits and the environmental influence on health, (3) goal setting and tracking, (4) the role of incentives in behavior-change intervention, and (5) the role of peer and social networks on change. This report summarizes leading evidence and the group consensus on evidence-based practices with respect to the key enablers in creating healthy behavior change.

Smartphone technology facilitates dietary change in healthy adults.

PubMed

Ipjian, Michelle L; Johnston, Carol S

2017-01-01

Many individuals are advised to adhere to specific diet plans for their personal health; hence, it is important that tools are available to support these behaviors. Smartphone applications (apps) may assist health care professionals in educating their clients on specific dietary modifications. This pilot study focused on a single dietary modification, reducing sodium intake, to determine whether a commercial health app is useful for promoting dietary change. Thirty healthy adults (age 34.4 ± 15.7 y; body mass index 25.6 ± 4.3 kg/m 2 ) were recruited from a university community and completed this 4-wk randomized parallel trial. Participants were instructed to reduce their sodium intake to ≤2300 mg/d by using the MyFitnessPal app to receive feedback on sodium content of foods or by paper tallying of estimated sodium intake. The predicted 24-h sodium excretion, estimated using the ratio of sodium to creatinine from the first morning urine void, and participant satisfaction were the main outcomes measured. The change in the predicted 24-h sodium excretion differed between groups: -838 ± 1093 and +236 ± 1333 mg/24 h predicted for the app and journal groups, respectively (P = 0.010). Moreover, participants in the app group reported significantly greater satisfaction with their method of diet tracking than the journal group (P = 0.001). These data suggest that smartphone apps have the potential to facilitate the implementation of dietary advice. This was a small pilot study with limited scope, and more research is necessary to determine the value of smartphone apps for facilitating dietary change. Copyright © 2016 Elsevier Inc. All rights reserved.

Facilitating climate-change-induced range shifts across continental land-use barriers.

PubMed

Robillard, Cassandra M; Coristine, Laura E; Soares, Rosana N; Kerr, Jeremy T

2015-12-01

Climate changes impose requirements for many species to shift their ranges to remain within environmentally tolerable areas, but near-continuous regions of intense human land use stretching across continental extents diminish dispersal prospects for many species. We reviewed the impact of habitat loss and fragmentation on species' abilities to track changing climates and existing plans to facilitate species dispersal in response to climate change through regions of intensive land uses, drawing on examples from North America and elsewhere. We identified an emerging analytical framework that accounts for variation in species' dispersal capacities relative to both the pace of climate change and habitat availability. Habitat loss and fragmentation hinder climate change tracking, particularly for specialists, by impeding both propagule dispersal and population growth. This framework can be used to identify prospective modern-era climatic refugia, where the pace of climate change has been slower than surrounding areas, that are defined relative to individual species' needs. The framework also underscores the importance of identifying and managing dispersal pathways or corridors through semi-continental land use barriers that can benefit many species simultaneously. These emerging strategies to facilitate range shifts must account for uncertainties around population adaptation to local environmental conditions. Accounting for uncertainties in climate change and dispersal capabilities among species and expanding biological monitoring programs within an adaptive management paradigm are vital strategies that will improve species' capacities to track rapidly shifting climatic conditions across landscapes dominated by intensive human land use. © 2015 Society for Conservation Biology.

Understanding Cellular Respiration: An Analysis of Conceptual Change in College Biology.

ERIC Educational Resources Information Center

Songer, Catherine J.; Mintzes, Joel J.

1994-01-01

Explores and documents the frequencies of conceptual difficulties confronted by college students (n=200) seeking to understand the basic processes of cellular respiration. Findings suggest that novices harbor a wide range of conceptual difficulties that constrain their understanding of cellular respiration and many of these conceptual problems…

The Use of a Computer Simulation to Promote Conceptual Change: A Quasi-Experimental Study

ERIC Educational Resources Information Center

Trundle, Kathy Cabe; Bell, Randy L.

2010-01-01

This mixed-methods investigation compared the effectiveness of three instructional approaches in achieving desired conceptual change among early childhood preservice teachers (n = 157). Each of the three treatments employed inquiry-based instruction on moon phases using data collected from: (1) the planetarium software program, Starry Night[TM],…

Leaders of School Technology Innovation: A Confirmatory Factor Analysis of the Change Facilitator Style Questionnaire (CFSQ)

ERIC Educational Resources Information Center

Liu, Feng; Ritzhaupt, Albert; Cavanaugh, Cathy

2013-01-01

Purpose: This paper aims to describe a construct validation study of the Change Facilitator Style Questionnaire (CFSQ), an instrument designed to measure the leadership style of school principals as change facilitators. Design/methodology/approach: Participants included 614 K-12 teachers across the state of Florida involved in the Enhancing…

Using Computer Simulations To Enhance Conceptual Change: The Roles of Constructivist Instruction and Student Epistemological Beliefs.

ERIC Educational Resources Information Center

Windschitl, Mark; Andre, Thomas

1998-01-01

Investigates the effects of a constructivist versus objectivist learning environment on college students' conceptual change using a computer simulation of the human cardiovascular system as an instructional tool. Contains 33 references. (DDR)

The Effect of Perspective on Misconceptions in Psychology: A Test of Conceptual Change Theory

ERIC Educational Resources Information Center

Amsel, Eric; Johnston, Adam; Alvarado, Elly; Kettering, Jack; Rankin, Lauren; Ward, Melissa

2009-01-01

To test whether students' knowledge about psychology undergoes a conceptual change when learning about the discipline, 227 Introductory Psychology students from six different classes were given the Psychology as a Science (PAS) Scale in one of two conditions. Students were randomly assigned to complete the questionnaire from their own (Self…

Integrating History of Science in Science Education through Historical Microworlds to Promote Conceptual Change

ERIC Educational Resources Information Center

Masson, Steve; Vazquez-Abad, Jesus

2006-01-01

This paper proposes a new way to integrate history of science in science education to promote conceptual change by introducing the notion of historical microworld, which is a computer-based interactive learning environment respecting historic conceptions. In this definition, "interactive" means that the user can act upon the virtual environment by…

Facilitating Changes in Ninth Grade Students' Understanding of Dissolution and Diffusion through DSLM Instruction

ERIC Educational Resources Information Center

She, Hsiao-Ching

2004-01-01

This study examines the nature and process of ninth grade students' conceptual change regarding their mental model of dissolution and diffusion as a result of instructions using the Dual Situated Learning Model (DSLM). The dual situated learning events of this model are designed according to the students' ontological viewpoint of the science…

HESS Opinions: A conceptual framework for assessing socio-hydrological resilience under change

NASA Astrophysics Data System (ADS)

Mao, Feng; Clark, Julian; Karpouzoglou, Timothy; Dewulf, Art; Buytaert, Wouter; Hannah, David

2017-07-01

pathways and to facilitate the design of bespoke strategies for enhancing resilience in the socio-hydrological context. The resilience canvas is constructed by combining absorptive and adaptive capacities as two axes. At the corners of the resulting two-dimensional space are four quadrants which we conceptualise as representing resilient, vulnerable, susceptible, and resistant system states. To address projected change-induced uncertainties, we recommend that efforts now be focused on shifting socio-hydrological systems from resistant towards resilient status. In sum, the novel framework proposed here clarifies the ambiguity inherent in socio-hydrological resilience, and provides a viable basis for further theoretical and practical development.

Effectiveness of Conceptual Change Text-Oriented Instruction on Students' Understanding of Cellular Respiration Concepts

ERIC Educational Resources Information Center

Cakirt, Ozlem S.; Geban, Omer; Yuruk, Nejla

2002-01-01

This study investigated the effect of conceptual change text-oriented instruction over traditional instruction on students' understanding of cellular respiration concepts and their attitudes toward biology as a school subject. The sample of this study consisted of 84 eleventh-grade students from four classes of a high school. Two of the classes…

Integrative medicine: implementation and evaluation of a professional development program using experiential learning and conceptual change teaching approaches.

PubMed

Hewson, Mariana G; Copeland, H Liesel; Mascha, Edward; Arrigain, Susana; Topol, Eric; Fox, Joan E B

2006-07-01

To meet the increasing patient interest in complementary and alternative medicine (CAM), conventional physicians need to understand CAM, be willing to talk with their patients about CAM, and be open to recommending selected patients to appropriate CAM modalities. We aimed to raise physicians' awareness of, and initiate attitudinal changes towards CAM in the context of integrative medical practice. We developed and implemented a professional development program involving experiential learning and conceptual change teaching approaches. A randomized controlled study with a pre-post design in a large academic medical center. The 8-hour intervention used experiential and conceptual change educational approaches. Forty-eight cardiologists were randomized to participant and control groups. A questionnaire measured physicians' conceptions of, and attitudes to CAM, the likelihood of changing practice patterns, and the factors most important in influencing such changes. The questionnaire included an embedded control question on a topic that was not the focus of this program. We administered the questionnaire before (pretest) and after (posttest) the intervention. We compared differences in pre- and post-intervention scores between the participant (N = 20) and control (N = 16) groups. We used both groups to identify factors that influenced their practice patterns. The study was NIH-funded and IRB-exempt. Both groups initially had little knowledge about, and negative attitudes to CAM. The participant group had significant positive changes in their conceptions about, and attitudes to CAM after the program, and significant improvements when compared with the control group. Participant physicians significantly increased in their willingness to integrate CAM in their practices. Physicians (combined groups) rated research evidence as the most important factor influencing their willingness to integrate CAM. They requested more research evidence for CAM efficacy, and more information

Innovation Adoption as Facilitated by a Change-Oriented Workplace

PubMed Central

Becan, Jennifer Edwards; Knight, Danica K.; Flynn, Patrick M.

2011-01-01

One of the unique contributions of the current study is a glimpse into the process by which counselors decide to try new innovations in their clinical work. Data were collected from 421 counseling staff from 71 outpatient treatment programs in 4 US regions. Using hierarchical linear modeling, results reveal that the propensity to adopt workshop-based interventions is facilitated by two important mechanisms (1) an innovative organization with creative leadership and (2) change-oriented staff attributes (i.e., seeking professional growth, efficacy, adaptability, and influence on others). Innovative leaders and a climate receptive to change also bolster the development of these change-oriented attributes. One implication of these findings is the cascading effect of leaders’ support of innovative thinking and action resulting in employees strengthening their own adaptive skills and carrying this innovative thinking into individual adoption. PMID:22154030

Effect of Instruction Based on Conceptual Change Activities on Students' Understanding of Static Electricity Concepts

ERIC Educational Resources Information Center

Baser, Mustafa; Geban, Omer

2007-01-01

This study was conducted to investigate the effectiveness of learning activities based on conceptual change conditions and traditionally designed physics instruction on tenth-grade students' understanding of static electricity concepts and their attitudes toward physics as a school subject. Misconceptions related to static electricity concepts…

The impact of cognitive and affective aspects of cognitive conflict on learners' conceptual change about floating and sinking

NASA Astrophysics Data System (ADS)

Hadjiachilleos, Stella; Valanides, Nicos; Angeli, Charoula

2013-07-01

Background: Cognitive conflict has been identified as an important factor for bringing about students' conceptual change. Researchers draw attention to the need to study not only cognitive factors related to cognitive conflict but affective factors as well. Purpose: The purpose of this study was to investigate the contribution of cognitive and non-cognitive aspects involved in cognitive conflict on students' conceptual change. Sample: Fifteen students, five from each of fourth, sixth and eighth grades, participated in the study. Seven students were male, and the rest were female. All students had high academic performance and were good at explaining their reasoning. Design and method: The study focused on gaining in-depth information, using semi-structured clinical interviews, about students' thinking when they were engaged in an inquiry process, which incorporated cognitive conflict using a scenario about floating and sinking. Students' initial conceptions related to the phenomenon of floating and sinking were first diagnosed and, subsequently, discrepant events were presented to challenge their initial conceptions. The 15 interviews were qualitatively analyzed using the constant comparative analysis method. Results: The results of this study showed that students' conceptual change was directly related to both cognitive and affective aspects of cognitive conflict. The results also showed that some students showed persistence on alternative frameworks even after their exposure to cognitive conflict. Conclusions: Cognitive conflict is an idiosyncratic, or personal event, that may not be experienced by all learners in the same way. Thus, the effect of cognitive conflict on learners' conceptual change is directly related to learners' ability to experience and feel the conflict when it is presented to them.

Mind maps and network analysis to evaluate conceptualization of complex issues: A case example evaluating systems science workshops for childhood obesity prevention.

PubMed

Frerichs, Leah; Young, Tiffany L; Dave, Gaurav; Stith, Doris; Corbie-Smith, Giselle; Hassmiller Lich, Kristen

2018-06-01

Across disciplines, it is common practice to bring together groups to solve complex problems. Facilitators are often asked to help groups organize information about and better understand the problem in order to develop and prioritize solutions. However, despite existence of several methods to elicit and characterize how individuals and groups think about and conceptualize an issue, many are difficult to implement in practice-based settings where resources such as technology and participant time are limited and research questions shift over time. This paper describes an easy-to-implement diagramming technique for eliciting conceptualization and a flexible network analysis method for characterizing changes in both individual and group conceptualization. We use a case example to illustrate how we used the methods to evaluate African American adolescent's conceptual understanding of obesity before and after participating in a series of four systems thinking workshops. The methods produced results that were sensitive to changes in conceptualization that were likely driven by the specific activities employed during the workshop sessions. The methods appear strong for capturing salient levels of conceptualization at both individual and collective levels. The paper concludes with a critical examination of strengths and weaknesses of the methods and implications for future practice and research. Copyright © 2018 Elsevier Ltd. All rights reserved.

Effectiveness of Conceptual Change Text Oriented Instruction on Students' Understanding of Cellular Respiration Concepts.

ERIC Educational Resources Information Center

Cakir, Ozlem S.; Yuruk, Nejla; Geban, Omer

The purpose of the study is to compare the effectiveness of conceptual change text oriented instruction and traditional instruction on students' understanding of cellular respiration concepts and their attitudes toward biology as a school subject. The sample of this study consisted of 84 eleventh-grade students from the 4 classes of a high school.…

Effects of Conceptual Change Text Based Instruction on Ecology, Attitudes toward Biology and Environment

ERIC Educational Resources Information Center

Çetin, Gülcan; Ertepinar, Hamide; Geban, Ömer

2015-01-01

The purpose of this study is to investigate the effects of the conceptual change text based instruction on ninth grade students' understanding of ecological concepts, and attitudes toward biology and environment. Participants were 82 ninth grade students in a public high school in the Northwestern Turkey. A treatment was employed over a five-week…

Compatibility between cultural studies and conceptual change in science education: there is more to acknowledge than to fight straw men!

NASA Astrophysics Data System (ADS)

Treagust, David F.; Duit, Reinders

2008-07-01

In this response, we attempt to clarify our position on conceptual change, state our position on mental models being a viable construct to represent learning, indicate important issues from the social cultural perspective that can inform our work on conceptual change and lastly comment on issues that we consider to be straw men. Above all we argue that there is no best theory of teaching and learning and argue for a multiple perspective approach to understanding science teaching and learning.

An Explanation for the Difficulty of Leading Conceptual Change Using a Counterintuitive Demonstration: The Relationship Between Cognitive Conflict and Responses

NASA Astrophysics Data System (ADS)

Lee, Gyoungho; Byun, Taejin

2012-10-01

Bringing successful teaching approaches for stimulating conceptual change to normal classrooms has been a major challenge not only for teachers but also for researchers. In this study, we focused on the relationship between cognitive conflict and responses to anomalous data when students are confronted with a counterintuitive demonstration in the form of a discrepant event. The participants in this study were 96 secondary school students (9th grade) from S. Korea. We investigated students' preconceptions of motion by administering a written test. After the exam, we presented a demonstration that may have conflicted with the ideas held by students. We then investigated the relationship between students' cognitive conflict and responses to anomalous data by using a Cognitive Conflict Level Test (CCLT). Results showed that cognitive conflict initiated the first step in the process of conceptual change. Anxiety was an especially crucial component of cognitive conflict, affecting the relationship between cognitive conflict and students' responses. In addition, superficial conceptual change was found to be the most common response.

The Impact of Recurrent On-Line Synchronous Scientific Argumentation on Students' Argumentation and Conceptual Change

ERIC Educational Resources Information Center

Chen, Chien-Hsien; She, Hsiao-Ching

2012-01-01

This study reports the impact of Recurrent On-Line Synchronous Scientific Argumentation learning on 8th grade students' scientific argumentation ability and conceptual change involving physical science. The control group (N = 76) were recruited to receive conventional instruction whereas the experimental group (N = 74) received the Recurrent…

Change Facilitators: In Search of Understanding Their Role. Research on the Improvement Process in Schools and Colleges.

ERIC Educational Resources Information Center

Rutherford, William L.; And Others

This information analysis paper examines (1) the characteristics associated with effective change facilitators and (2) the concept of "style" and its value in describing and understanding leadership performance and the role of change facilitators in particular. Three bodies of literature are highlighted and summarized in pursuit of…

Prediction/discussion-based learning cycle versus conceptual change text: comparative effects on students' understanding of genetics

NASA Astrophysics Data System (ADS)

khawaldeh, Salem A. Al

2013-07-01

Background and purpose: The purpose of this study was to investigate the comparative effects of a prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT) and traditional instruction on 10th grade students' understanding of genetics concepts. Sample: Participants were 112 10th basic grade male students in three classes of the same school located in an urban area. The three classes taught by the same biology teacher were randomly assigned as a prediction/discussion-based learning cycle class (n = 39), conceptual change text class (n = 37) and traditional class (n = 36). Design and method: A quasi-experimental research design of pre-test-post-test non-equivalent control group was adopted. Participants completed the Genetics Concept Test as pre-test-post-test, to examine the effects of instructional strategies on their genetics understanding. Pre-test scores and Test of Logical Thinking scores were used as covariates. Results: The analysis of covariance showed a statistically significant difference between the experimental and control groups in the favor of experimental groups after treatment. However, no statistically significant difference between the experimental groups (HPD-LC versus CCT instruction) was found. Conclusions: Overall, the findings of this study support the use of the prediction/discussion-based learning cycle and conceptual change text in both research and teaching. The findings may be useful for improving classroom practices in teaching science concepts and for the development of suitable materials promoting students' understanding of science.

Development of a Template Lesson Plan Based on 5e Model Enhanced with Computer Supported Applications and Conceptual Change Texts

ERIC Educational Resources Information Center

Seker, Burcu Sezginsoy; Erdem, Aliye

2017-01-01

Students learning a defined subject only perform by learning of thinking based on the concepts forming that subjects. Otherwise, students may move away from the scientific meaning of concepts and may fall into conceptual errors. Students' conceptual errors affect their following learning and cause them resist change. It is possible to prevent this…

A Comparison of Different Conceptual Change Pedagogies Employed within the Topic of "Sound Propagation"

ERIC Educational Resources Information Center

Calik, Muammer; Okur, Murat; Taylor, Neil

2011-01-01

The purpose of this study was to compare different conceptual change methods within a topic on "sound propagation". The study was conducted with 80 grade 5 students (aged 11-12 year old) drawn from four cohort classes in an elementary school on the north coast of Black Sea Region in Turkey. While one class was assigned as a control…

Erognomic education on housework for women with upper limb repetitive strain injury (RSI): a conceptual representation of therapists' clinical reasoning.

PubMed

Cheung, Therma W C; Clemson, Lindy; O' Loughlin, Kate; Shuttleworth, Russell

2017-09-18

Ergonomic education in housework that aims to facilitate behavior change is important for women with upper limb repetitive strain injury. Therapists usually conduct such programs based on implicit reasoning. Making this reasoning explicit is important in contributing to the profession's knowledge. To construct a conceptual representation of how occupational therapists make clinical decisions for such program. Based on a constructivist-grounded theory methodology, data were collected through in-depth interviewing with 14 occupational therapists from a major hospital in Singapore. Interviews were audiotaped and transcribed. Data was analyzed with line by line, focused and axial coding with constant data comparison throughout data collection. Therapists made clinical decisions based on their perceptions of their clients' behavior change in three stages: (i) listen; (ii) try; and (iii) persevere, bearing significant similarities to the transtheoretical theory of change. The study also showed that therapists may not have considered the full range of meanings that their clients attach to housework when interacting with them, a gap that needs to be addressed. The present study indicates the importance of therapists' understanding of the meanings that their clients attach to housework. Further research needs to address how to achieve this in a time-pressured clinical environment. Implications for Rehabilitation This study used qualitative research to demonstrate the process of translating therapists' tacit knowledge into an explicit form. It elucidates the following major implications for practice when therapists conduct ergonomic education to facilitate behavior change in housework for female homemakers with upper limb RSI:The conceptual framework of clinical reasoning constructed from the results can be used to increase therapists' awareness of how they make clinical decisions during an intervention. This framework can also be used for training new therapists. It is

Professional Development for Conceptual Change: Extending the Paradigm to Teaching Reading Comprehension in US Schools

ERIC Educational Resources Information Center

Hollenbeck, Amy Feiker; Kalchman, Mindy

2013-01-01

In this paper we examine American inservice teachers' instructional methods in reading comprehension following professional development (PD), illustrating the prolonged and significant gap between research and practice in the field of reading comprehension. We explore this gap from a conceptual change perspective, positing that some level of…

Preliminary Evolutionary Explanations: A Basic Framework for Conceptual Change and Explanatory Coherence in Evolution

NASA Astrophysics Data System (ADS)

Kampourakis, Kostas; Zogza, Vasso

2009-10-01

This study aimed to explore secondary students’ explanations of evolutionary processes, and to determine how consistent these were, after a specific evolution instruction. In a previous study it was found that before instruction students provided different explanations for similar processes to tasks with different content. Hence, it seemed that the structure and the content of the task may have had an effect on students’ explanations. The tasks given to students demanded evolutionary explanations, in particular explanations for the origin of homologies and adaptations. Based on the conclusions from the previous study, we developed a teaching sequence in order to overcome students’ preconceptions, as well as to achieve conceptual change and explanatory coherence. Students were taught about fundamental biological concepts and the several levels of biological organization, as well as about the mechanisms of heredity and of the origin of genetic variation. Then, all these concepts were used to teach about evolution, by relating micro-concepts (e.g. genotypes) to macro-concepts (e.g. phenotypes). Moreover, during instruction students were brought to a conceptual conflict situation, where their intuitive explanations were challenged as emphasis was put on two concepts entirely opposed to their preconceptions: chance and unpredictability. From the explanations that students provided in the post-test it is concluded that conceptual change and explanatory coherence in evolution can be achieved to a certain degree by lower secondary school students through the suggested teaching sequence and the explanatory framework, which may form a basis for teaching further about evolution.

The Effect of Supplementing Instruction with Conceptual Change Texts on Students' Conceptions of Electrochemical Cells

ERIC Educational Resources Information Center

Yuruk, Nejla

2007-01-01

The aim of this study was to investigate the effectiveness of instruction supplemented by conceptual change texts (CCTs) over traditional instruction on students' understanding of electrochemical (galvanic and electrolytic) cell concepts. The participants of the study consisted of 64 students from the two classes of a high school located in…

The Effectiveness of Conceptual Change Texts and Concept Clipboards in Learning the Nature of Science

ERIC Educational Resources Information Center

Çil, Emine; Çepni, Salih

2016-01-01

Background: One of the most important goals of science education is to enable students to understand the nature of science (NOS). However, generally regular science teaching in classrooms does not help students improve informed NOS views. Purpose: This study investigated the influence of an explicit reflective conceptual change approach compared…

Understanding genetics: Analysis of secondary students' conceptual status

NASA Astrophysics Data System (ADS)

Tsui, Chi-Yan; Treagust, David F.

2007-02-01

This article explores the conceptual change of students in Grades 10 and 12 in three Australian senior high schools when the teachers included computer multimedia to a greater or lesser extent in their teaching of a genetics course. The study, underpinned by a multidimensional conceptual-change framework, used an interpretive approach and a case-based design with multiple data collection methods. Over 4-8 weeks, the students learned genetics in classroom lessons that included BioLogica activities, which feature multiple representations. Results of the online tests and interview tasks revealed that most students improved their understanding of genetics as evidenced in the development of genetics reasoning. However, using Thorley's (1990) status analysis categories, a cross-case analysis of the gene conceptions of 9 of the 26 students interviewed indicated that only 4 students' postinstructional conceptions were intelligible-plausible-fruitful. Students' conceptual change was consistent with classroom teaching and learning. Findings suggested that multiple representations supported conceptual understanding of genetics but not in all students. It was also shown that status can be a viable hallmark enabling researchers to identify students' conceptual change that would otherwise be less accessible. Thorley's method for analyzing conceptual status is discussed.

Effect of Animation Enhanced Conceptual Change Texts on 6th Grade Students' Understanding of the Particulate Nature of Matter and Transformation During Phase Changes

ERIC Educational Resources Information Center

Ozmen, Haluk

2011-01-01

In this study, the effect of animation enhanced conceptual change texts (CCT-CA) on grade 6 students' understanding of the particulate nature of matter (PNM) and transformation during the phase changes was investigated. A quasi-experimental design and one control group (CG, N = 25) and one experimental group (EG, N = 26) were used. While the…

Using Analogies to Facilitate Conceptual Change in Mathematics Learning

ERIC Educational Resources Information Center

Vamvakoussi, Xenia

2017-01-01

The problem of adverse effects of prior knowledge in mathematics learning has been amply documented and theorized by mathematics educators as well as cognitive/developmental psychologists. This problem emerges when students' prior knowledge about a mathematical notion comes in contrast with new information coming from instruction, giving rise to…

A conceptual framework for effectively anticipating water-quality changes resulting from changes in agricultural activities

USGS Publications Warehouse

Capel, Paul D.; Wolock, David M.; Coupe, Richard H.; Roth, Jason L.

2018-01-10

Agricultural activities can affect water quality and the health of aquatic ecosystems; many water-quality issues originate with the movement of water, agricultural chemicals, and eroded soil from agricultural areas to streams and groundwater. Most agricultural activities are designed to sustain or increase crop production, while some are designed to protect soil and water resources. Numerous soil- and water-protection practices are designed to reduce the volume and velocity of runoff and increase infiltration. This report presents a conceptual framework that combines generalized concepts on the movement of water, the environmental behavior of chemicals and eroded soil, and the designed functions of various agricultural activities, as they relate to hydrology, to create attainable expectations for the protection of—with the goal of improving—water quality through changes in an agricultural activity.The framework presented uses two types of decision trees to guide decision making toward attainable expectations regarding the effectiveness of changing agricultural activities to protect and improve water quality in streams. One decision tree organizes decision making by considering the hydrologic setting and chemical behaviors, largely at the field scale. This decision tree can help determine which agricultural activities could effectively protect and improve water quality in a stream from the movement of chemicals, or sediment, from a field. The second decision tree is a chemical fate accounting tree. This decision tree helps set attainable expectations for the permanent removal of sediment, elements, and organic chemicals—such as herbicides and insecticides—through trapping or conservation tillage practices. Collectively, this conceptual framework consolidates diverse hydrologic settings, chemicals, and agricultural activities into a single, broad context that can be used to set attainable expectations for agricultural activities. This framework also enables

A Conceptual Model for Increasing Use of Electronic Medical Records by Primary Care Physicians Through End-User Support.

PubMed

Randhawa, Gurprit K

2017-01-01

A conceptual model for exploring the relationship between end-user support (EUS) and electronic medical record (EMR) use by primary care physicians is presented. The model was developed following a review of conceptual and theoretical frameworks related to technology adoption/use and EUS. The model includes (a) one core construct (facilitating conditions), (b) four antecedents and one postcedent of facilitating conditions, and (c) four moderators. EMR use behaviour is the key outcome of the model. The proposed conceptual model should be tested. The model may be used to inform planning and decision-making for EMR implementations to increase EMR use for benefits realization.

Managing Postsocialist Transitions: Politicized Sense Making as a Facilitator of Organizational Change

ERIC Educational Resources Information Center

Tiplic, Dijana

2011-01-01

This study explores what organizational strategies are employed to initiate and facilitate organizational change in higher education institutions in the increasingly complex and competitive postsocialist environment of Bosnia-Herzegovina. By studying organizations trapped between their inert socialist-era legacies and desired organizational…

Engineering design activities and conceptual change in middle school science

NASA Astrophysics Data System (ADS)

Schnittka, Christine G.

The purpose of this research was to investigate the impact of engineering design classroom activities on conceptual change in science, and on attitudes toward and knowledge about engineering. Students were given a situated learning context and a rationale for learning science in an active, inquiry-based method, and worked in small collaborative groups. One eighth-grade physical science teacher and her students participated in a unit on heat transfer and thermal energy. One class served as the control while two others received variations of an engineering design treatment. Data were gathered from teacher and student entrance and exit interviews, audio recordings of student dialog during group work, video recordings and observations of all classes, pre- and posttests on science content and engineering attitudes, and artifacts and all assignments completed by students. Qualitative and quantitative data were collected concurrently, but analysis took place in two phases. Qualitative data were analyzed in an ongoing manner so that the researcher could explore emerging theories and trends as the study progressed. These results were compared to and combined with the results of the quantitative data analysis. Analysis of the data was carried out in the interpretive framework of analytic induction. Findings indicated that students overwhelmingly possessed alternative conceptions about heat transfer, thermal energy, and engineering prior to the interventions. While all three classes made statistically significant gains in their knowledge about heat and energy, students in the engineering design class with the targeted demonstrations made the most significant gains over the other two other classes. Engineering attitudes changed significantly in the two classes that received the engineering design intervention. Implications from this study can inform teachers' use of engineering design activities in science classrooms. These implications are: (1) Alternative conceptions will

Providing Context for Complexity: Using Infographics and Conceptual Models to Teach Global Change Processes

NASA Astrophysics Data System (ADS)

Bean, J. R.; White, L. D.

2015-12-01

Understanding modern and historical global changes requires interdisciplinary knowledge of the physical and life sciences. The Understanding Global Change website from the UC Museum of Paleontology will use a focal infographic that unifies diverse content often taught in separate K-12 science units. This visualization tool provides scientists with a structure for presenting research within the broad context of global change, and supports educators with a framework for teaching and assessing student understanding of complex global change processes. This new approach to teaching the science of global change is currently being piloted and refined based on feedback from educators and scientists in anticipation of a 2016 website launch. Global change concepts are categorized within the infographic as causes of global change (e.g., burning of fossil fuels, volcanism), ongoing Earth system processes (e.g., ocean circulation, the greenhouse effect), and the changes scientists measure in Earth's physical and biological systems (e.g., temperature, extinctions/radiations). The infographic will appear on all website content pages and provides a template for the creation of flowcharts, which are conceptual models that allow teachers and students to visualize the interdependencies and feedbacks among processes in the atmosphere, hydrosphere, biosphere, and geosphere. The development of this resource is timely given that the newly adopted Next Generation Science Standards emphasize cross-cutting concepts, including model building, and Earth system science. Flowchart activities will be available on the website to scaffold inquiry-based lessons, determine student preconceptions, and assess student content knowledge. The infographic has already served as a learning and evaluation tool during professional development workshops at UC Berkeley, Stanford University, and the Smithsonian National Museum of Natural History. At these workshops, scientists and educators used the infographic

What Can Be Learned from a Laboratory Model of Conceptual Change? Descriptive Findings and Methodological Issues

ERIC Educational Resources Information Center

Ohlsson, Stellan; Cosejo, David G.

2014-01-01

The problem of how people process novel and unexpected information--"deep learning" (Ohlsson in "Deep learning: how the mind overrides experience." Cambridge University Press, New York, 2011)--is central to several fields of research, including creativity, belief revision, and conceptual change. Researchers have not converged…

The Interactions between Problem Solving and Conceptual Change: System Dynamic Modelling as a Platform for Learning

ERIC Educational Resources Information Center

Lee, Chwee Beng

2010-01-01

This study examines the interactions between problem solving and conceptual change in an elementary science class where students build system dynamic models as a form of problem representations. Through mostly qualitative findings, we illustrate the interplay of three emerging intervening conditions (epistemological belief, structural knowledge…

Force-directed visualization for conceptual data models

NASA Astrophysics Data System (ADS)

Battigaglia, Andrew; Sutter, Noah

2017-03-01

Conceptual data models are increasingly stored in an eXtensible Markup Language (XML) format because of its portability between different systems and the ability of databases to use this format for storing data. However, when attempting to capture business or design needs, an organized graphical format is preferred in order to facilitate communication to receive as much input as possible from users and subject-matter experts. Existing methods of achieving this conversion suffer from problems of not being specific enough to capture all of the needs of conceptual data modeling and not being able to handle a large number of relationships between entities. This paper describes an implementation for a modeling solution to clearly illustrate conceptual data models stored in XML formats in well organized and structured diagrams. A force layout with several different parameters is applied to the diagram to create both compact and easily traversable relationships between entities.

Conceptual and institutional gaps: understanding how the WHO can become a more effective cross-sectoral collaborator.

PubMed

Gopinathan, Unni; Watts, Nicholas; Hougendobler, Daniel; Lefebvre, Alex; Cheung, Arthur; Hoffman, Steven J; Røttingen, John-Arne

2015-11-24

Two themes consistently emerge from the broad range of academics, policymakers and opinion leaders who have proposed changes to the World Health Organization (WHO): that reform efforts are too slow, and that they do too little to strengthen WHO's capacity to facilitate cross-sectoral collaboration. This study seeks to identify possible explanations for the challenges WHO faces in addressing the broader determinants of health, and the potential opportunities for working across sectors. This qualitative study used a mixed methods approach of semi-structured interviews and document review. Five interviewees were selected by stratified purposive sampling within a sampling frame of approximately 45 potential interviewees, and a targeted document review was conducted. All interviewees were senior WHO staff at the department director level or above. Thematic analysis was used to analyze data from interview transcripts, field notes, and the document review, and data coded during the analysis was analyzed against three central research questions. First, how does WHO conceptualize its mandate in global health? Second, what are the barriers and enablers to enhancing cross-sectoral collaboration between WHO and other intergovernmental organizations? Third, how do the dominant conceptual frames and the identified barriers and enablers to cross-sectoral collaboration interact? Analysis of the interviews and documents revealed three main themes: 1) WHO's role must evolve to meet the global challenges and societal changes of the 21st century; 2) WHO's cross-sectoral engagement is hampered internally by a dominant biomedical view of health, and the prevailing institutions and incentives that entrench this view; and 3) WHO's cross-sectoral engagement is hampered externally by siloed areas of focus for each intergovernmental organization, and the lack of adequate conceptual frameworks and institutional mechanisms to facilitate engagement across siloes. There are a number of external

Enhancing Eight Grade Students' Scientific Conceptual Change and Scientific Reasoning through a Web-Based Learning Program

ERIC Educational Resources Information Center

Liao, Ya-Wen; She, Hsiao-Ching

2009-01-01

This study reports the impacts of the Scientific Concept Construction and Reconstruction (SCCR) digital learning system on eighth grade students' concept construction, conceptual change, and scientific reasoning involving the topic of "atoms". A two-factorial experimental design was carried out to investigate the effects of the approach…

Remediating High School Students' Misconceptions Concerning Diffusion and Osmosis through Concept Mapping and Conceptual Change Text.

ERIC Educational Resources Information Center

Tekkaya, Ceren

2003-01-01

Investigates the effectiveness of combining conceptual change text and concept mapping strategies on students' understanding of diffusion and osmosis. Results indicate that while the average percentage of students in the experimental group holding a scientifically correct view rose, the percentage of correct responses in the control group…

An Investigation of Effectiveness of Conceptual Change Text-oriented Instruction on Students' Understanding of Solution Concepts

NASA Astrophysics Data System (ADS)

Pinarbaşi; , Tacettin; Canpolat, Nurtaç; Bayrakçeken, Samih; Geban, Ömer

2006-12-01

This study investigated the effect of conceptual change text-oriented instruction over traditional instruction on students' understanding of solution concepts (e.g., dissolving, solubility, factors affecting solubility, concentrations of solutions, types of solutions, physical properties of solutions) and their attitudes towards chemistry. The sample of this study consisted of 87 undergraduate students from two classes enrolled in an introductory chemistry course. One of the classes was assigned randomly to the control group, and the other class were assigned randomly to the experimental group. During teaching the topic of solution concepts in the chemistry curriculum, a conceptual change text-oriented instruction was applied in the experimental group whereas traditional instruction was followed in the control group. The results showed that the students in the experimental group performed better with respect to solution concepts. In addition, it has been found that there was no significant difference between the attitudes of students in the experimental and control groups towards chemistry.

Impression Management Training: Conceptualization and Application to Personal Selling.

ERIC Educational Resources Information Center

Leathers, Dale G.

1988-01-01

Discusses the importance of impression management, an individual's conscious attempt to exercise control over selected communicative behaviors and cues for purposes of making a desired impression. Provides a comprehensive conceptualization of the impression-management process, and demonstrates how this process can facilitate effective training of…

Using a Systematic Conceptual Model for a Process Evaluation of a Middle School Obesity Risk-Reduction Nutrition Curriculum Intervention: "Choice, Control & Change"

ERIC Educational Resources Information Center

Lee, Heewon; Contento, Isobel R.; Koch, Pamela

2013-01-01

Objective: To use and review a conceptual model of process evaluation and to examine the implementation of a nutrition education curriculum, "Choice, Control & Change", designed to promote dietary and physical activity behaviors that reduce obesity risk. Design: A process evaluation study based on a systematic conceptual model. Setting: Five…

Conceptual Changes to the Definition of Borderline Personality Disorder Proposed for DSM-5

PubMed Central

Samuel, Douglas B.; Widiger, Thomas A.; Pilkonis, Paul A.; Miller, Joshua D.; Lynam, Donald R.; Ball, Samuel A.

2013-01-01

The Diagnostic and Statistical Manual of Mental Disorders (DSM)-5 Personality and Personality Disorders Work Group proposed the elimination of diagnostic criterion sets in favor of a prototype matching system that defines personality disorders using narrative descriptions. Although some research supports this general approach, no empirical studies have yet examined the specific definitions proposed for DSM–5. Given the wide interest in borderline personality disorder (BPD), it is crucial to determine how this methodological shift might affect the content and conceptualization of the diagnosis. Eighty-two experts on BPD provided ratings of the DSM–IV–TR or DSM–5 version of BPD in terms of 37 traits proposed for DSM–5. Analyses revealed significant and meaningful differences among the two constructs, with the DSM–5 version evincing increased interpersonal dependency but a decreased emphasis on antagonism and disinhibition. A second study within a clinical sample demonstrated that both antagonism and disinhibition mediated the relationships between DSM–IV BPD and impairment, suggesting that the proposed changes might have important consequences for BPD’s coverage, prevalence, and nomological network. More globally, our results illustrate that unanticipated shifts in diagnostic constructs can stem from seemingly minor revisions and suggest that research is needed to understand how these, or other changes, might affect our conceptualization, diagnosis, and treatment of BPD. PMID:21875165

Metaconceptually-Enhanced Simulation-Based Inquiry: Effects on Eighth Grade Students' Conceptual Change and Science Epistemic Beliefs

ERIC Educational Resources Information Center

Huang, Kun; Ge, Xun; Eseryel, Deniz

2017-01-01

This study investigated the effects of metaconceptually-enhanced, simulation-based inquiry learning on eighth grade students' conceptual change in science and their development of science epistemic beliefs. Two experimental groups studied the topics of motion and force using the same computer simulations but with different simulation guides: one…

Barriers and Facilitators to Implementing a Change Initiative in Long-Term Care Using the INTERACT® Quality Improvement Program.

PubMed

Tappen, Ruth M; Wolf, David G; Rahemi, Zahra; Engstrom, Gabriella; Rojido, Carolina; Shutes, Jill M; Ouslander, Joseph G

Implementation of major organizational change initiatives presents a challenge for long-term care leadership. Implementation of the INTERACT® (Interventions to Reduce Acute Care Transfers) quality improvement program, designed to improve the management of acute changes in condition and reduce unnecessary emergency department visits and hospitalizations of nursing home residents, serves as an example to illustrate the facilitators and barriers to major change in long-term care. As part of a larger study of the impact of INTERACT® on rates of emergency department visits and hospitalizations, staff of 71 nursing homes were called monthly to follow-up on their progress and discuss successful facilitating strategies and any challenges and barriers they encountered during the yearlong implementation period. Themes related to barriers and facilitators were identified. Six major barriers to implementation were identified: the magnitude and complexity of the change (35%), instability of facility leadership (27%), competing demands (40%), stakeholder resistance (49%), scarce resources (86%), and technical problems (31%). Six facilitating strategies were also reported: organization-wide involvement (68%), leadership support (41%), use of administrative authority (14%), adequate training (66%), persistence and oversight on the part of the champion (73%), and unfolding positive results (14%). Successful introduction of a complex change such as the INTERACT® quality improvement program in a long-term care facility requires attention to the facilitators and barriers identified in this report from those at the frontline.

Linking climate change and biological invasions: Ocean warming facilitates nonindigenous species invasions.

PubMed

Stachowicz, John J; Terwin, Jeffrey R; Whitlatch, Robert B; Osman, Richard W

2002-11-26

The spread of exotic species and climate change are among the most serious global environmental threats. Each independently causes considerable ecological damage, yet few data are available to assess whether changing climate might facilitate invasions by favoring introduced over native species. Here, we compare our long-term record of weekly sessile marine invertebrate recruitment with interannual variation in water temperature to assess the likely effect of climate change on the success and spread of introduced species. For the three most abundant introduced species of ascidian (sea squirt), the timing of the initiation of recruitment was strongly negatively correlated with winter water temperature, indicating that invaders arrived earlier in the season in years with warmer winters. Total recruitment of introduced species during the following summer also was positively correlated with winter water temperature. In contrast, the magnitude of native ascidian recruitment was negatively correlated with winter temperature (more recruitment in colder years) and the timing of native recruitment was unaffected. In manipulative laboratory experiments, two introduced compound ascidians grew faster than a native species, but only at temperatures near the maximum observed in summer. These data suggest that the greatest effects of climate change on biotic communities may be due to changing maximum and minimum temperatures rather than annual means. By giving introduced species an earlier start, and increasing the magnitude of their growth and recruitment relative to natives, global warming may facilitate a shift to dominance by nonnative species, accelerating the homogenization of the global biota.

Virtual Microscopic Simulation (VMS) to Promote Students' Conceptual Change: A Case Study of Heat Transfer

ERIC Educational Resources Information Center

Wibowo, Firmanul Catur; Suhandi, Andi; Nahadi; Samsudin, Achmad; Darman, Dina Rahmi; Suherli, Zulmiswal; Hasani, Aceng; Leksono, Sroso Mukti; Hendrayana, Aan; Suherman; Hidayat, Soleh; Hamdani, Dede; Costu, Bayram

2017-01-01

Most students cannot understand the concepts of science concepts. The abstract concepts that require visualization help students to promote to the understanding about the concept. The aim of this study was to develop Virtual Microscopic Simulation (VMS) in terms of encouraging conceptual change and to promote its effectiveness connected to…

Facilitating critical thinking.

PubMed

Hansten, R I; Washburn, M J

2000-01-01

Supporting staff to think effectively is essential to improve clinical systems, decrease errors and sentinel events, and engage staff involvement to refine patient care systems in readiness for new care-delivery models that truly reflect the valued role of the RN. The authors explore practical methods, based on current research and national consulting experience, to facilitate the development of mature critical thinking skills. Assessment tools, a sample agenda for formal presentations, and teaching strategies using behavioral examples that make the important and necessary link of theory to reality are discussed in the form of a critical thinking test as well as a conceptual model for application in problem solving.

Effectiveness of Conceptual Change Text-Oriented Instruction on Students' Understanding of Energy in Chemical Reactions

ERIC Educational Resources Information Center

Tastan, Ozgecan; Yalcinkaya, Eylem; Boz, Yezdan

2008-01-01

The aim of this study is to compare the effectiveness of conceptual change text instruction (CCT) in the context of energy in chemical reactions. The subjects of the study were 60, 10th grade students at a high school, who were in two different classes and taught by the same teacher. One of the classes was randomly selected as the experimental…

The EBM-DPSER Conceptual Model: Integrating Ecosystem Services into the DPSIR Framework

PubMed Central

Kelble, Christopher R.; Loomis, Dave K.; Lovelace, Susan; Nuttle, William K.; Ortner, Peter B.; Fletcher, Pamela; Cook, Geoffrey S.; Lorenz, Jerry J.; Boyer, Joseph N.

2013-01-01

There is a pressing need to integrate biophysical and human dimensions science to better inform holistic ecosystem management supporting the transition from single species or single-sector management to multi-sector ecosystem-based management. Ecosystem-based management should focus upon ecosystem services, since they reflect societal goals, values, desires, and benefits. The inclusion of ecosystem services into holistic management strategies improves management by better capturing the diversity of positive and negative human-natural interactions and making explicit the benefits to society. To facilitate this inclusion, we propose a conceptual model that merges the broadly applied Driver, Pressure, State, Impact, and Response (DPSIR) conceptual model with ecosystem services yielding a Driver, Pressure, State, Ecosystem service, and Response (EBM-DPSER) conceptual model. The impact module in traditional DPSIR models focuses attention upon negative anthropomorphic impacts on the ecosystem; by replacing impacts with ecosystem services the EBM-DPSER model incorporates not only negative, but also positive changes in the ecosystem. Responses occur as a result of changes in ecosystem services and include inter alia management actions directed at proactively altering human population or individual behavior and infrastructure to meet societal goals. The EBM-DPSER conceptual model was applied to the Florida Keys and Dry Tortugas marine ecosystem as a case study to illustrate how it can inform management decisions. This case study captures our system-level understanding and results in a more holistic representation of ecosystem and human society interactions, thus improving our ability to identify trade-offs. The EBM-DPSER model should be a useful operational tool for implementing EBM, in that it fully integrates our knowledge of all ecosystem components while focusing management attention upon those aspects of the ecosystem most important to human society and does so within

The EBM-DPSER conceptual model: integrating ecosystem services into the DPSIR framework.

PubMed

Kelble, Christopher R; Loomis, Dave K; Lovelace, Susan; Nuttle, William K; Ortner, Peter B; Fletcher, Pamela; Cook, Geoffrey S; Lorenz, Jerry J; Boyer, Joseph N

2013-01-01

There is a pressing need to integrate biophysical and human dimensions science to better inform holistic ecosystem management supporting the transition from single species or single-sector management to multi-sector ecosystem-based management. Ecosystem-based management should focus upon ecosystem services, since they reflect societal goals, values, desires, and benefits. The inclusion of ecosystem services into holistic management strategies improves management by better capturing the diversity of positive and negative human-natural interactions and making explicit the benefits to society. To facilitate this inclusion, we propose a conceptual model that merges the broadly applied Driver, Pressure, State, Impact, and Response (DPSIR) conceptual model with ecosystem services yielding a Driver, Pressure, State, Ecosystem service, and Response (EBM-DPSER) conceptual model. The impact module in traditional DPSIR models focuses attention upon negative anthropomorphic impacts on the ecosystem; by replacing impacts with ecosystem services the EBM-DPSER model incorporates not only negative, but also positive changes in the ecosystem. Responses occur as a result of changes in ecosystem services and include inter alia management actions directed at proactively altering human population or individual behavior and infrastructure to meet societal goals. The EBM-DPSER conceptual model was applied to the Florida Keys and Dry Tortugas marine ecosystem as a case study to illustrate how it can inform management decisions. This case study captures our system-level understanding and results in a more holistic representation of ecosystem and human society interactions, thus improving our ability to identify trade-offs. The EBM-DPSER model should be a useful operational tool for implementing EBM, in that it fully integrates our knowledge of all ecosystem components while focusing management attention upon those aspects of the ecosystem most important to human society and does so within

The Collaboration of Cooperative Learning and Conceptual Change: Enhancing the Students' Understanding of Chemical Bonding Concepts

ERIC Educational Resources Information Center

Eymur, Gülüzar; Geban, Ömer

2017-01-01

The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach instruction on ninth-grade students' understanding in chemical bonding concepts compared to traditional instruction. Seventy-two ninth-grade students from two intact chemistry classes taught by the same teacher in a public high…

Prediction/Discussion-Based Learning Cycle versus Conceptual Change Text: Comparative Effects on Students' Understanding of Genetics

ERIC Educational Resources Information Center

Al khawaldeh, Salem A.

2013-01-01

Background and Purpose: The purpose of this study was to investigate the comparative effects of a prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT) and traditional instruction on 10th grade students' understanding of genetics concepts. Sample: Participants were 112 10th basic grade male students in three classes of…

On-Line Synchronous Scientific Argumentation Learning: Nurturing Students' Argumentation Ability and Conceptual Change in Science Context

ERIC Educational Resources Information Center

Yeh, Kuan-Hue; She, Hsiao-Ching

2010-01-01

The purpose of this study is to examine the difference in effectiveness between two on-line scientific learning programs--one with an argumentation component and one without an argumentation component--on students' scientific argumentation ability and conceptual change. A quasi-experimental design was used in this study. Two classes of 8th grade…

Combining Different Conceptual Change Methods within Four-Step Constructivist Teaching Model: A Sample Teaching of Series and Parallel Circuits

ERIC Educational Resources Information Center

Ipek, Hava; Calik, Muammer

2008-01-01

Based on students' alternative conceptions of the topics "electric circuits", "electric charge flows within an electric circuit", "how the brightness of bulbs and the resistance changes in series and parallel circuits", the current study aims to present a combination of different conceptual change methods within a four-step constructivist teaching…

How Students' Epistemological Beliefs in the Domain of Physics and Their Conceptual Change Are Related?

ERIC Educational Resources Information Center

Kaymak, Ercan; Ogan-Bekiroglu, Feral

2013-01-01

The purposes of this study were to determine high school students' epistemological beliefs in the domain of physics and to explore and explain the possible relationship between their beliefs and their conceptual change in physics by taking the students' learning strategies into account. A multi-case study design was used for the research…

The Effect of Group Works and Demonstrative Experiments Based on Conceptual Change Approach: Photosynthesis and Respiration

ERIC Educational Resources Information Center

Cibik, Ayse Sert; Diken, Emine Hatun; Darcin, Emine Selcen

2008-01-01

The purpose of this study is to investigate the effect of the use of group works and demonstration experiments based on conceptual change approach in the elimination of misconception about the subject of photosynthesis and respiration in plants in pre-service science teachers. This study was conducted with 78 pre-service science teachers including…

The Effectiveness of Conceptual Change Texts in Remediating High School Students' Alternative Conceptions Concerning Chemical Equilibrium

ERIC Educational Resources Information Center

Ozmen, Haluk

2007-01-01

This study investigated the effectiveness of conceptual change texts in remediating high school students' alternative conceptions concerning chemical equilibrium. A quasi-experimental design was used in this study. The subjects for this study consisted of a total 78 tenth-grade students, 38 of them in the experimental group and 40 of them in the…

Learning as Conceptual Change: Factors Mediating the Development of Preservice Elementary Teachers' Views of Nature of Science

ERIC Educational Resources Information Center

Abd-El-Khalick, Fouad; Akerson, Valarie L.

2004-01-01

This study assessed, and identified factors in participants' learning ecologies that mediated, the effectiveness of an explicit reflective instructional approach that satisfied conditions for learning as conceptual change on preservice elementary teachers' views of nature of science (NOS). Participants were 28 undergraduate students enrolled in an…

Engagement, Exploration, Explanation, Extension, and Evaluation (5E) Learning Cycle and Conceptual Change Text as Learning Tools

ERIC Educational Resources Information Center

Balci, Sibel; Cakiroglu, Jale; Tekkaya, Ceren

2006-01-01

The purpose of this study is to investigate the effects of the Engagement, Exploration, Explanation, Extension, and Evaluation (5E) learning cycle, conceptual change texts, and traditional instructions on 8th grade students' understanding of photosynthesis and respiration in plants. Students' understanding of photosynthesis and respiration in…

Understanding Genetics: Analysis of Secondary Students' Conceptual Status

ERIC Educational Resources Information Center

Tsui, Chi-Yan; Treagust, David F.

2007-01-01

This article explores the conceptual change of students in Grades 10 and 12 in three Australian senior high schools when the teachers included computer multimedia to a greater or lesser extent in their teaching of a genetics course. The study, underpinned by a multidimensional conceptual-change framework, used an interpretive approach and a…

Facilitators and barriers for eating behaviour changes in obstructive sleep apnoea and obesity - a qualitative content analysis.

PubMed

Spörndly-Nees, Søren; Igelström, Helena; Lindberg, Eva; Martin, Cathrin; Åsenlöf, Pernilla

2014-01-01

Obesity is a major risk factor for obstructive sleep apnoea syndrome, a condition known causing lack of sleep continuity and daytime sleepiness. Weight loss interventions are recommended, however knowledge on what facilitate and impede eating behaviour change is lacking for this particular population. The aim of this study was to identify personal conceptions of prerequisites for eating behaviour change. A qualitative study on 15 patients with obstructive sleep apnoea syndrome (OSAS; apnoea-hypopnoea index >15) and obesity (Mean body mass index 38.2). Semi-structured interviews were conducted and data were transcribed and analysed using qualitative content analysis with researcher triangulation for trustworthiness. Data were organised according to barriers and facilitators for changing eating behaviour. Identified barriers were desire and reward, cravings and emotional control, low self-confidence, insufficient support, taxing behaviours, cost, lack of knowledge about healthy eating strategies, perceived helplessness and low susceptibility. Identified facilitators were positive expectations, fear of negative consequences, experience of success, support and follow-up, accessibility, applied skills for healthy eating, personal involvement and challenged self-image. This study adds knowledge on important barriers and facilitators of eating behaviour change according to individuals with obesity and OSAS. Information used to inform a tailored behavioural medicine intervention targeting eating behaviours. Patients with obstructive sleep apnoea syndrome (OSAS) benefit from weight loss and eating behaviour changes are recommended. Patients' views on prerequisites for eating behaviour change are important to plan, conduct and tailor behaviour change interventions. These aspects have hitherto not been elaborated in patients with OSAS. Considerations on patient's self-image and perceived susceptibility along with providing strategies for controlling the desire and rewarding

Complex Dynamic Systems View on Conceptual Change: How a Picture of Students' Intuitive Conceptions Accrue from Dynamically Robust Task Dependent Learning Outcomes

ERIC Educational Resources Information Center

Koponen, Ismo T.; Kokkonen, Tommi; Nousiainen, Maiji

2017-01-01

We discuss here conceptual change and the formation of robust learning outcomes from the viewpoint of complex dynamic systems (CDS). The CDS view considers students' conceptions as context dependent and multifaceted structures which depend on the context of their application. In the CDS view the conceptual patterns (i.e. intuitive conceptions…

Visual Storyboarding Provides a Conceptual Bridge from Research to Development: Students Can Imagine the Results of Their Decision Making, and Their Prioritization of the Many Facets of the Design Problem Will Facilitate the Development of a Strong Final Solution

ERIC Educational Resources Information Center

Reeder, Kevin

2005-01-01

In order to facilitate the selection/prioritization process and bridge the gap of design research to design conceptualization, students need to visualize the big picture that describes how the research categories such as "user," "marketing," "functional/mechanical research" are related. This is achieved through the use of a visual storyboard. The…

Students' Conceptual Change in Electricity and Magnetism Using Simulations: A Comparison of Cognitive Perturbation and Cognitive Conflict

ERIC Educational Resources Information Center

Dega, Bekele Gashe; Kriek, Jeanne; Mogese, Temesgen Fereja

2013-01-01

The purpose of this study was to investigate Ethiopian physics undergraduate students' conceptual change in the concepts of electric potential and energy (EPE) and electromagnetic induction (EMI). A quasi-experimental design was used to study the effect of cognitive perturbation using physics interactive simulations (CPS) in relation to cognitive…

Facilitation drives 65 years of vegetation change in the Sonoran Desert

USGS Publications Warehouse

Butterfield, Bradley J.; Betancourt, Julio L.; Turner, Raymond M.; Briggs, John M.

2010-01-01

Ecological processes of low-productivity ecosystems have long been considered to be driven by abiotic controls with biotic interactions playing an insignificant role. However, existing studies present conflicting evidence concerning the roles of these factors, in part due to the short temporal extent of most data sets and inability to test indirect effects of environmental variables modulated by biotic interactions. Using structural equation modeling to analyze 65 years of perennial vegetation change in the Sonoran Desert, we found that precipitation had a stronger positive effect on recruitment beneath existing canopies than in open microsites due to reduced evaporation rates. Variation in perennial canopy cover had additional facilitative effects on juvenile recruitment, which was indirectly driven by effects of density and precipitation on cover. Mortality was strongly influenced by competition as indicated by negative density-dependence, whereas precipitation had no effect. The combined direct, indirect, and interactive facilitative effects of precipitation and cover on recruitment were substantial, as was the effect of competition on mortality, providing strong evidence for dual control of community dynamics by climate and biotic interactions. Through an empirically derived simulation model, we also found that the positive feedback of density on cover produces unique temporal abundance patterns, buffering changes in abundance from high frequency variation in precipitation, amplifying effects of low frequency variation, and decoupling community abundance from precipitation patterns at high abundance. Such dynamics should be generally applicable to low-productivity systems in which facilitation is important and can only be understood within the context of long-term variation in climatic patterns. This predictive model can be applied to better manage low-productivity ecosystems, in which variation in biogeochemical processes and trophic dynamics may be driven by

"Is that All There Is?" Possible Selves, Self-Change, and Weight Loss

ERIC Educational Resources Information Center

Granberg, Ellen

2006-01-01

Possible selves typically are conceptualized as resources that facilitate identity development and that motivate and sustain self-change. The concept of possible selves, however, generally has not been extended to examining the aftermath of personal transformation. In this article I explore the self and social processes that operate during efforts…

coNCePTual

DOE Office of Scientific and Technical Information (OSTI.GOV)

Pakin, Scott

2004-05-13

A frequently reinvented wheel among network researchers is a suite of programs that test a network’s performance. A problem with having umpteen versions of performance tests is that it leads to a variety in the way results are reported; colloquially, apples are often compared to oranges. Consider a bandwidth test. Does a bandwidth test run for a fixed number of iterations or a fixed length of time? Is bandwidth measured as ping-pong bandwidth (i.e., 2 * message length / round-trip time) or unidirectional throughput (N messages in one direction followed by a single acknowledgement message)? Is the acknowledgement message ofmore » minimal length or as long as the entire message? Does its length contribute to the total bandwidth? Is data sent unidirectionally or in both directions at once? How many warmup messages (if any) are sent before the timing loop? Is there a delay after the warmup messages (to give the network a chance to reclaim any scarce resources)? Are receives nonblocking (possibly allowing overlap in the NIC) or blocking? The motivation behind creating coNCePTuaL, a simple specification language designed for describing network benchmarks, is that it enables a benchmark to be described sufficiently tersely as to fit easily in a report or research paper, facilitating peer review of the experimental setup and timing measurements. Because coNCePTuaL code is simple to write, network tests can be developed and deployed with low turnaround times -- useful when the results of one test suggest a following test that should be written. Because coNCePTuaL is special-purpose its run-time system can perform the following functions, which benchmark writers often neglect to implement: * logging information about the environment under which the benchmark ran: operating system, CPU architecture and clock speed, timer type and resolution, etc. * aborting a program if it takes longer than a predetermined length of time to complete * writing measurement data and

Shifting Sands in the United Arab Emirates: Effecting Conceptual Change for Creativity in Early Childhood Teacher Education

ERIC Educational Resources Information Center

Baker, Fiona S.

2013-01-01

This study examines the effectiveness of a four-stage conceptual change approach to creativity development in teacher education in the Emirate of Dubai, the United Arab Emirates. The participants were 32 student teachers studying at undergraduate level at an all-female university. The study examined participant preconceptions of creativity and how…

Effects of Conceptual Change and Traditional Confirmatory Simulations on Pre-Service Teachers' Understanding of Direct Current Circuits

ERIC Educational Resources Information Center

Baser, Mustafa

2006-01-01

The objective of this research is to investigate the effects of simulations based on conceptual change conditions (CCS) and traditional confirmatory simulations (TCS) on pre-service elementary school teachers' understanding of direct current electric circuits. The data was collected from a sample consisting of 89 students; 48 students in the…

Components of Conceptual Ecologies

ERIC Educational Resources Information Center

Park, Hyun Ju

2007-01-01

The theory of conceptual change is criticized because it focuses only on supposed underlying logical structures and rational process processes, and lacks attention to affective aspects as well as motivational constructs in students' learning science. This is a vast underestimation of the complexity and diversity of one's change of conceptions. The…

Situated conceptualization and semantic processing: effects of emotional experience and context availability in semantic categorization and naming tasks.

PubMed

Moffat, Michael; Siakaluk, Paul D; Sidhu, David M; Pexman, Penny M

2015-04-01

It has been proposed that much of conceptual knowledge is acquired through situated conceptualization, such that both external (e.g., agents, objects, events) and internal (e.g., emotions, introspections) environments are considered important (Barsalou, 2003). To evaluate this proposal, we characterized two dimensions by which situated conceptualization may be measured and which should have different relevance for abstract and concrete concepts; namely, emotional experience (i.e., the ease with which words evoke emotional experience; Newcombe, Campbell, Siakaluk, & Pexman, 2012) and context availability (i.e., the ease with which words evoke contexts in which their referents may appear; Schwanenflugel & Shoben, 1983). We examined the effects of these two dimensions on abstract and concrete word processing in verbal semantic categorization (VSCT) and naming tasks. In the VSCT, emotional experience facilitated processing of abstract words but inhibited processing of concrete words, whereas context availability facilitated processing of both types of words. In the naming task in which abstract words and concrete words were not blocked by emotional experience, context availability facilitated responding to only the abstract words. In the naming task in which abstract words and concrete words were blocked by emotional experience, emotional experience facilitated responding to only the abstract words, whereas context availability facilitated responding to only the concrete words. These results were observed even with several lexical (e.g., frequency, age of acquisition) and semantic (e.g., concreteness, arousal, valence) variables included in the analyses. As such, the present research suggests that emotional experience and context availability tap into different aspects of situated conceptualization and make unique contributions to the representation and processing of abstract and concrete concepts.

Challenging Students' Intuitions—the Influence of a Tangible Model of Virus Assembly on Students' Conceptual Reasoning About the Process of Self-Assembly

NASA Astrophysics Data System (ADS)

Larsson, Caroline; Tibell, Lena A. E.

2015-10-01

A well-ordered biological complex can be formed by the random motion of its components, i.e. self-assemble. This is a concept that incorporates issues that may contradict students' everyday experiences and intuitions. In previous studies, we have shown that a tangible model of virus self-assembly, used in a group exercise, helps students to grasp the process of self-assembly and in particular the facet "random molecular collision". The present study investigates how and why the model and the group exercise facilitate students' learning of this particular facet. The data analysed consist of audio recordings of six group exercises ( n = 35 university students) and individual semi-structured interviews ( n = 5 university students). The analysis is based on constructivist perspectives of learning, a combination of conceptual change theory and learning with external representations. Qualitative analysis indicates that perceived counterintuitive aspects of the process created a cognitive conflict within learners. The tangible model used in the group exercises facilitated a conceptual change in their understanding of the process. In particular, the tangible model appeared to provide cues and possible explanations and functioned as an "eye-opener" and a "thinking tool". Lastly, the results show signs of emotions also being important elements for successful accommodation.

PRA and Conceptual Design

NASA Technical Reports Server (NTRS)

DeMott, Diana; Fuqua, Bryan; Wilson, Paul

2013-01-01

Once a project obtains approval, decision makers have to consider a variety of alternative paths for completing the project and meeting the project objectives. How decisions are made involves a variety of elements including: cost, experience, current technology, ideologies, politics, future needs and desires, capabilities, manpower, timing, available information, and for many ventures management needs to assess the elements of risk versus reward. The use of high level Probabilistic Risk Assessment (PRA) Models during conceptual design phases provides management with additional information during the decision making process regarding the risk potential for proposed operations and design prototypes. The methodology can be used as a tool to: 1) allow trade studies to compare alternatives based on risk, 2) determine which elements (equipment, process or operational parameters) drives the risk, and 3) provide information to mitigate or eliminate risks early in the conceptual design to lower costs. Creating system models using conceptual design proposals and generic key systems based on what is known today can provide an understanding of the magnitudes of proposed systems and operational risks and facilitates trade study comparisons early in the decision making process. Identifying the "best" way to achieve the desired results is difficult, and generally occurs based on limited information. PRA provides a tool for decision makers to explore how some decisions will affect risk before the project is committed to that path, which can ultimately save time and money.

Integrating Flight Dynamics & Control Analysis and Simulation in Rotorcraft Conceptual Design

NASA Technical Reports Server (NTRS)

Lawrence, Ben; Berger, Tom; Tischler, Mark B.; Theodore, Colin R; Elmore, Josh; Gallaher, Andrew; Tobias, Eric L.

2016-01-01

The development of a toolset, SIMPLI-FLYD ('SIMPLIfied FLight dynamics for conceptual Design') is described. SIMPLI-FLYD is a collection of tools that perform flight dynamics and control modeling and analysis of rotorcraft conceptual designs including a capability to evaluate the designs in an X-Plane-based real-time simulation. The establishment of this framework is now facilitating the exploration of this new capability, in terms of modeling fidelity and data requirements, and the investigation of which stability and control and handling qualities requirements are appropriate for conceptual design. Illustrative design variation studies for single main rotor and tiltrotor vehicle configurations show sensitivity of the stability and control characteristics and an approach to highlight potential weight savings by identifying over-design.

Characteristic sounds facilitate visual search.

PubMed

Iordanescu, Lucica; Guzman-Martinez, Emmanuel; Grabowecky, Marcia; Suzuki, Satoru

2008-06-01

In a natural environment, objects that we look for often make characteristic sounds. A hiding cat may meow, or the keys in the cluttered drawer may jingle when moved. Using a visual search paradigm, we demonstrated that characteristic sounds facilitated visual localization of objects, even when the sounds carried no location information. For example, finding a cat was faster when participants heard a meow sound. In contrast, sounds had no effect when participants searched for names rather than pictures of objects. For example, hearing "meow" did not facilitate localization of the word cat. These results suggest that characteristic sounds cross-modally enhance visual (rather than conceptual) processing of the corresponding objects. Our behavioral demonstration of object-based cross-modal enhancement complements the extensive literature on space-based cross-modal interactions. When looking for your keys next time, you might want to play jingling sounds.

Characteristic sounds facilitate visual search

PubMed Central

Iordanescu, Lucica; Guzman-Martinez, Emmanuel; Grabowecky, Marcia; Suzuki, Satoru

2009-01-01

In a natural environment, objects that we look for often make characteristic sounds. A hiding cat may meow, or the keys in the cluttered drawer may jingle when moved. Using a visual search paradigm, we demonstrated that characteristic sounds facilitated visual localization of objects, even when the sounds carried no location information. For example, finding a cat was faster when participants heard a meow sound. In contrast, sounds had no effect when participants searched for names rather than pictures of objects. For example, hearing “meow” did not facilitate localization of the word cat. These results suggest that characteristic sounds cross-modally enhance visual (rather than conceptual) processing of the corresponding objects. Our behavioral demonstration of object-based cross-modal enhancement complements the extensive literature on space-based cross-modal interactions. When looking for your keys next time, you might want to play jingling sounds. PMID:18567253

Investigating the Relationship between Instructors' Use of Active-Learning Strategies and Students' Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments.

PubMed

Cleveland, Lacy M; Olimpo, Jeffrey T; DeChenne-Peters, Sue Ellen

2017-01-01

In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students' conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected quantitative data to compare participants' conceptual understanding, attitudes, and motivation in the biological sciences across two contexts that employed different active-learning strategies and that were facilitated by unique instructors. Students participated in either graphic organizer/worksheet activities or clicker-based case studies. After controlling for demographic and presemester affective differences, we found that students in both active-learning environments displayed similar and significant learning gains. In terms of attitudinal and motivational data, significant differences were observed for two attitudinal measures. Specifically, those students who had participated in graphic organizer/worksheet activities demonstrated more expert-like attitudes related to their enjoyment of biology and ability to make real-world connections. However, all motivational and most attitudinal data were not significantly different between the students in the two learning environments. These data reinforce the notion that active learning is associated with conceptual change and suggests that more research is needed to examine the differential effects of varying active-learning strategies on students' attitudes and motivation in the domain. © 2017 L. M. Cleveland et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

A conceptual framework that links pollinator foraging behavior to gene flow

USDA-ARS?s Scientific Manuscript database

In insect-pollinated crops such as alfalfa, a better understanding of how pollinator foraging behavior affects gene flow could lead to the development of management strategies to reduce gene flow and facilitate the coexistence of distinct seed-production markets. Here, we introduce a conceptual fram...

Developing a Learning Progression of Buoyancy to Model Conceptual Change: A Latent Class and Rule Space Model Analysis

NASA Astrophysics Data System (ADS)

Gao, Yizhu; Zhai, Xiaoming; Andersson, Björn; Zeng, Pingfei; Xin, Tao

2018-06-01

We applied latent class analysis and the rule space model to verify the cumulative characteristic of conceptual change by developing a learning progression for buoyancy. For this study, we first abstracted seven attributes of buoyancy and then developed a hypothesized learning progression for buoyancy. A 14-item buoyancy instrument was administered to 1089 8th grade students to verify and refine the learning progression. The results suggest four levels of progression during conceptual change when 8th grade students understand buoyancy. Students at level 0 can only master Density. When students progress to level 1, they can grasp Direction, Identification, Submerged volume, and Relative density on the basis of the prior level. Then, students gradually master Archimedes' theory as they reach level 2. The most advanced students can further grasp Relation with motion and arrive at level 3. In addition, this four-level learning progression can be accounted for by the Qualitative-Quantitative-Integrative explanatory model.

Connecting today's climates to future climate analogs to facilitate movement of species under climate change.

PubMed

Littlefield, Caitlin E; McRae, Brad H; Michalak, Julia L; Lawler, Joshua J; Carroll, Carlos

2017-12-01

Increasing connectivity is an important strategy for facilitating species range shifts and maintaining biodiversity in the face of climate change. To date, however, few researchers have included future climate projections in efforts to prioritize areas for increasing connectivity. We identified key areas likely to facilitate climate-induced species' movement across western North America. Using historical climate data sets and future climate projections, we mapped potential species' movement routes that link current climate conditions to analogous climate conditions in the future (i.e., future climate analogs) with a novel moving-window analysis based on electrical circuit theory. In addition to tracing shifting climates, the approach accounted for landscape permeability and empirically derived species' dispersal capabilities. We compared connectivity maps generated with our climate-change-informed approach with maps of connectivity based solely on the degree of human modification of the landscape. Including future climate projections in connectivity models substantially shifted and constrained priority areas for movement to a smaller proportion of the landscape than when climate projections were not considered. Potential movement, measured as current flow, decreased in all ecoregions when climate projections were included, particularly when dispersal was limited, which made climate analogs inaccessible. Many areas emerged as important for connectivity only when climate change was modeled in 2 time steps rather than in a single time step. Our results illustrate that movement routes needed to track changing climatic conditions may differ from those that connect present-day landscapes. Incorporating future climate projections into connectivity modeling is an important step toward facilitating successful species movement and population persistence in a changing climate. © 2017 Society for Conservation Biology.

Conceptual frameworks in astronomy

NASA Astrophysics Data System (ADS)

Pundak, David

2016-06-01

How to evaluate students' astronomy understanding is still an open question. Even though some methods and tools to help students have already been developed, the sources of students' difficulties and misunderstanding in astronomy is still unclear. This paper presents an investigation of the development of conceptual systems in astronomy by 50 engineering students, as a result of learning a general course on astronomy. A special tool called Conceptual Frameworks in Astronomy (CFA) that was initially used in 1989, was adapted to gather data for the present research. In its new version, the tool included 23 questions, and five to six optional answers were given for each question. Each of the answers was characterized by one of the four conceptual astronomical frameworks: pre-scientific, geocentric, heliocentric and sidereal or scientific. The paper describes the development of the tool and discusses its validity and reliability. Using the CFA we were able to identify the conceptual frameworks of the students at the beginning of the course and at its end. CFA enabled us to evaluate the paradigmatic change of students following the course and also the extent of the general improvement in astronomical knowledge. It was found that the measure of the students’ improvement (gain index) was g = 0.37. Approximately 45% of the students in the course improved their understanding of conceptual frameworks in astronomy and 26% deepened their understanding of the heliocentric or sidereal conceptual frameworks.

A conceptual connectivity framework for understanding geomorphic change in human-impacted fluvial systems

NASA Astrophysics Data System (ADS)

Poeppl, Ronald E.; Keesstra, Saskia D.; Maroulis, Jerry

2017-01-01

Human-induced landscape change is difficult to predict due to the complexity inherent in both geomorphic and social systems as well as due to the coupling relationships between them. To better understand system complexity and system response to changing inputs, "connectivity thinking" has become an important recent paradigm within various disciplines including ecology, hydrology and geomorphology. With the presented conceptual connectivity framework on geomorphic change in human-impacted fluvial systems a cautionary note is flagged regarding the need (i) to include and to systematically conceptualise the role of different types of human agency in altering connectivity relationships in geomorphic systems and (ii) to integrate notions of human-environment interactions to connectivity concepts in geomorphology to better explain causes and trajectories of landscape change. Geomorphic response of fluvial systems to human disturbance is shown to be determined by system-specific boundary conditions (incl. system history, related legacy effects and lag times), vegetation dynamics and human-induced functional relationships (i.e. feedback mechanisms) between the different spatial dimensions of connectivity. It is further demonstrated how changes in social systems can trigger a process-response feedback loop between social and geomorphic systems that further governs the trajectory of landscape change in coupled human-geomorphic systems.

Integrating History of Science in Science Education through Historical Microworlds to Promote Conceptual Change

NASA Astrophysics Data System (ADS)

Masson, Steve; Vázquez-Abad, Jesús

2006-10-01

This paper proposes a new way to integrate history of science in science education to promote conceptual change by introducing the notion of historical microworld, which is a computer-based interactive learning environment respecting historic conceptions. In this definition, "interactive" means that the user can act upon the virtual environment by changing some parameters to see what ensues. "Environment respecting historic conceptions" means that the "world" has been programmed to respect the conceptions of past scientists or philosophers. Three historical microworlds in the field of mechanics are presented in this article: an Aristotelian microworld respecting Aristotle's conceptions about movement, a Buridanian microworld respecting the theory of impetus and, finally, a Newtonian microworld respecting Galileo's conceptions and Newton's laws of movement.

The Effects of 3D Computer Modelling on Conceptual Change about Seasons and Phases of the Moon

ERIC Educational Resources Information Center

Kucukozer, Huseyin

2008-01-01

In this study, prospective science teachers' misconceptions about the seasons and the phases of the Moon were determined, and then the effects of 3D computer modelling on their conceptual changes were investigated. The topics were covered in two classes with a total of 76 students using a predict-observe-explain strategy supported by 3D computer…

Conceptualizing Personality as a Cognitive-Affective Processing System: A Framework for Models of Maladaptive Behavior Patterns and Change

ERIC Educational Resources Information Center

Shoda, Yuichi; Smith, Ronald E.

2004-01-01

This article outlines a conceptualization of personality as a cognitive-affective processing system (CAPS) and explores its implications for understanding disorders and pursuing therapeutic change. The CAPS conception of personality was proposed in 1995 in order to resolve a long-standing paradox in personality and social psychology, namely, the…

Feedback That Corrects and Contrasts Students' Erroneous Solutions with Expert Ones Improves Expository Instruction for Conceptual Change

ERIC Educational Resources Information Center

Asterhan, Christa S. C.; Dotan, Aviv

2018-01-01

In the present study, we examined the effects of feedback that corrects and contrasts a student's own erroneous solutions with the canonical, correct one (CEC&C feedback) on learning in a conceptual change task. Sixty undergraduate students received expository instruction about natural selection, which presented the canonical, scientifically…

Facilitating Attuned Interactions: Using the FAN Approach to Family Engagement

ERIC Educational Resources Information Center

Gilkerson, Linda

2015-01-01

Erikson Institute's Fussy Baby Network® (FBN) is a national model prevention program known for its approach to family engagement called the FAN (Gilkerson & Gray, 2014; Gilkerson et al., 2012). The FAN is both a conceptual framework and a practical tool to facilitate attunement in helping relationships and promote reflective practice. This…

The conceptualization model problem—surprise

NASA Astrophysics Data System (ADS)

Bredehoeft, John

2005-03-01

The foundation of model analysis is the conceptual model. Surprise is defined as new data that renders the prevailing conceptual model invalid; as defined here it represents a paradigm shift. Limited empirical data indicate that surprises occur in 20-30% of model analyses. These data suggest that groundwater analysts have difficulty selecting the appropriate conceptual model. There is no ready remedy to the conceptual model problem other than (1) to collect as much data as is feasible, using all applicable methods—a complementary data collection methodology can lead to new information that changes the prevailing conceptual model, and (2) for the analyst to remain open to the fact that the conceptual model can change dramatically as more information is collected. In the final analysis, the hydrogeologist makes a subjective decision on the appropriate conceptual model. The conceptualization problem does not render models unusable. The problem introduces an uncertainty that often is not widely recognized. Conceptual model uncertainty is exacerbated in making long-term predictions of system performance. C'est le modèle conceptuel qui se trouve à base d'une analyse sur un modèle. On considère comme une surprise lorsque le modèle est invalidé par des données nouvelles; dans les termes définis ici la surprise est équivalente à un change de paradigme. Des données empiriques limitées indiquent que les surprises apparaissent dans 20 à 30% des analyses effectuées sur les modèles. Ces données suggèrent que l'analyse des eaux souterraines présente des difficultés lorsqu'il s'agit de choisir le modèle conceptuel approprié. Il n'existe pas un autre remède au problème du modèle conceptuel que: (1) rassembler autant des données que possible en utilisant toutes les méthodes applicables—la méthode des données complémentaires peut conduire aux nouvelles informations qui vont changer le modèle conceptuel, et (2) l'analyste doit rester ouvert au fait

Climate change-contaminant interactions in marine food webs: Toward a conceptual framework.

PubMed

Alava, Juan José; Cheung, William W L; Ross, Peter S; Sumaila, U Rashid

2017-10-01

Climate change is reshaping the way in which contaminants move through the global environment, in large part by changing the chemistry of the oceans and affecting the physiology, health, and feeding ecology of marine biota. Climate change-associated impacts on structure and function of marine food webs, with consequent changes in contaminant transport, fate, and effects, are likely to have significant repercussions to those human populations that rely on fisheries resources for food, recreation, or culture. Published studies on climate change-contaminant interactions with a focus on food web bioaccumulation were systematically reviewed to explore how climate change and ocean acidification may impact contaminant levels in marine food webs. We propose here a conceptual framework to illustrate the impacts of climate change on contaminant accumulation in marine food webs, as well as the downstream consequences for ecosystem goods and services. The potential impacts on social and economic security for coastal communities that depend on fisheries for food are discussed. Climate change-contaminant interactions may alter the bioaccumulation of two priority contaminant classes: the fat-soluble persistent organic pollutants (POPs), such as polychlorinated biphenyls (PCBs), as well as the protein-binding methylmercury (MeHg). These interactions include phenomena deemed to be either climate change dominant (i.e., climate change leads to an increase in contaminant exposure) or contaminant dominant (i.e., contamination leads to an increase in climate change susceptibility). We illustrate the pathways of climate change-contaminant interactions using case studies in the Northeastern Pacific Ocean. The important role of ecological and food web modeling to inform decision-making in managing ecological and human health risks of chemical pollutants contamination under climate change is also highlighted. Finally, we identify the need to develop integrated policies that manage the

Investigating and Promoting Trainee Science Teachers' Conceptual Change of the Nature of Science with Digital Dialogue Games `InterLoc'

NASA Astrophysics Data System (ADS)

Mansour, Nasser; Wegerif, Rupert; Skinner, Nigel; Postlethwaite, Keith; Hetherington, Lindsay

2016-10-01

The purpose of this study is to explore how an online-structured dialogue environment supported (OSDE) collaborative learning about the nature of science among a group of trainee science teachers in the UK. The software used (InterLoc) is a linear text-based tool, designed to support structured argumentation with openers and `dialogue moves'. A design-based research approach was used to investigate multiple sessions using InterLoc with 65 trainee science teachers. Five participants who showed differential conceptual change in terms of their Nature of Science (NOS) views were purposively selected and closely followed throughout the study by using key event recall interviews. Initially, the majority of participants held naïve views of NOS. Substantial and favourable changes in these views were evident as a result of the OSDE. An examination of the development of the five participants' NOS views indicated that the effectiveness of the InterLoc discussions was mediated by cultural, cognitive, and experiential factors. The findings suggest that InterLoc can be effective in promoting reflection and conceptual change.

Professional Development Aligned with AP Chemistry Curriculum: Promoting Science Practices and Facilitating Enduring Conceptual Understanding

ERIC Educational Resources Information Center

Herrington, Deborah G.; Yezierski, Ellen J.

2014-01-01

The recent revisions to the advanced placement (AP) chemistry curriculum promote deep conceptual understanding of chemistry content over more rote memorization of facts and algorithmic problem solving. For many teachers, this will mean moving away from traditional worksheets and verification lab activities that they have used to address the vast…

Nature and the natural environment as health facilitators: the need to reconceptualize the ICF environmental factors.

PubMed

Day, Adam M B; Theurer, Julie A; Dykstra, Allyson D; Doyle, Philip C

2012-01-01

This work examines the environmental factors component of the International Classification of Functioning, Disability, and Health (ICF) relative to current health-facilitating evidence about natural environmental factors. We argue that the environmental factors component warrants reconceptualization in order to offer an extended and more systematic framework for identifying and measuring health-facilitating natural environmental factors. Current evidence highlighting the potential health-facilitating benefits of natural environmental factors is synthesized and considered in the context of the ICF framework and its coding system. In its current form, the ICF's conceptual framework and coding system are inadequate for identifying and measuring natural environmental factors in individuals and groups with and/or without health conditions. The ICF provides an advanced framework for health and disability that reflects contemporary conceptualizations about health. However, given the scope of emerging evidence highlighting positive health and well-being outcomes associated with natural environmental factors, we believe the environmental factors component requires further advancement to reflect this current knowledge. Reconceptualizing the environmental factors component supports a more holistic interpretation of the continuum of environmental factors as both facilitators and barriers. In doing so, it strengthens the ICF's utility in identifying and measuring health-facilitating natural environmental factors.

Validation of an Instrument for Assessing Conceptual Change with Respect to the Theory of Evolution by Secondary Biology Students

NASA Astrophysics Data System (ADS)

Goff, Kevin David

This pilot study evaluated the validity of a new quantitative, closed-response instrument for assessing student conceptual change regarding the theory of evolution. The instrument has two distinguishing design features. First, it is designed not only to gauge student mastery of the scientific model of evolution, but also to elicit a trio of deeply intuitive tendencies that are known to compromise many students' understanding: the projection of intentional agency, teleological directionality, and immutable essences onto biological phenomena. Second, in addition to a section of conventional multiple choice questions, the instrument contains a series of items where students may simultaneously endorse both scientifically normative propositions and intuitively appealing yet unscientific propositions, without having to choose between them. These features allow for the hypothesized possibility that the three intuitions are partly innate, themselves products of cognitive evolution in our hominin ancestors, and thus may continue to inform students' thinking even after instruction and conceptual change. The test was piloted with 340 high school students from diverse schools and communities. Confirmatory factor analysis and other statistical methods provided evidence that the instrument already has strong potential for validly distinguishing students who hold a correct scientific understanding from those who do not, but that revision and retesting are needed to render it valid for gauging students' adherence to intuitive misconceptions. Ultimately the instrument holds promise as a tool for classroom intervention studies by conceptual change researchers, for diagnostic testing and data gathering by instructional leaders, and for provoking classroom dialogue and debate by science teachers.

Conceptual Match as a Determinant of Reference Reuse in Dialogue

ERIC Educational Resources Information Center

Knutsen, Dominique; Le Bigot, Ludovic

2017-01-01

As speakers interact, they add references to their common ground, which they can then reuse to facilitate listener comprehension. However, all references are not equally likely to be reused. The purpose of this study was to shed light on how the speakers' conceptualizations of the referents under discussion affect reuse (along with a generation…

Conceptual assessment in the biological sciences: a National Science Foundation-sponsored workshop.

PubMed

Michael, Joel

2007-12-01

Twenty-one biology teachers from a variety of disciplines (genetics, ecology, physiology, biochemistry, etc.) met at the University of Colorado to begin discussions about approaches to assessing students' conceptual understanding of biology. We considered what is meant by a "concept" in biology, what the important biological concepts might be, and how to go about developing assessment items about these concepts. We also began the task of creating a community of biologists interested in facilitating meaningful learning in biology. Input from the physiology education community is essential in the process of developing conceptual assessments for physiology.

Supporting Learning and Promoting Conceptual Change with Box and AVOW Diagrams. Part 1: Representational Design and Instructional Approaches.

ERIC Educational Resources Information Center

Cheng, Peter C-H.; Shipstone, David M.

2003-01-01

Describes an approach to the teaching of electricity that uses box and AVOW diagrams, novel representations of the properties of the electric circuit that portray current, voltage, resistance, and power. The diagrams were developed as aids in learning, understanding, and problem solving and to promote conceptual change by challenging a number of…

Helping organizations help others: organization development as a facilitator of social change.

PubMed

Boyd, Neil M

2011-01-01

This article explores organization development (OD) interventions and their likelihood of increasing social change outcomes in public agencies. The central argument of this work is that public and nonprofit organizations can deliver better social outcomes by systematically engaging in OD interventions. An in-depth survey was conducted in 3 agencies of the Commonwealth of Pennsylvania at the end of the gubernatorial administration of Tom Ridge (1995-2002). During his administration, Governor Ridge led the agencies of Pennsylvania government through a large-scale change effort to improve the efficiency and effectiveness of service delivery to the citizens of the Commonwealth of Pennsylvania. The change effort was a remarkable event for the Commonwealth because no other governor in the history of the state had attempted to conceptualize and deliver a comprehensive large-scale change management initiative. The successes and setbacks served as a fertile context to shed light on the following research question: Do OD interventions increase the likelihood that public organizations will deliver better social outcomes? This question is important in that public organizations may need to engage in organization development activities to improve their internal operations, which in turn may help them provide exemplary social outcomes to those whom they serve. In short, organization development interventions might allow public organizations to help themselves to help others.

Eliciting behavior change in a US sexual violence and intimate partner violence prevention program through utilization of Freire and discussion facilitation.

PubMed

Nelson, Atiba; Lewy, Robin; Ricardo, Francine; Dovydaitis, Tiffany; Hunter, Amber; Mitchell, Ashley; Loe, Claire; Kugel, Candace

2010-09-01

Designed by Migrant Clinicians Network, the Hombres Unidos Contra La Violencia Familiar (Men United Against Family Violence) Project used facilitated discussion groups as the method to encourage self-reflection and behavior change. Male participants were not taught to rectify any past sexual or intimate partner violence (SV/IPV) 'tendencies', rather the discussion facilitation allowed them to reflect on the SV/IPV that was present in their lives and in the Hispanic community. Subsequently, the sessions and self-reflection, coupled with the discussions with other participating males, empowered several participants to have further interactions about SV/IPV with individuals in their community. The discussions led participants to realize that SV/IPV existed in their community, but that there were males within their community that wanted to change. The Hombres Unidos Contra La Violencia Familiar project demonstrated that behavior change does not need to be actively persuaded, but that self-reflection, which elicits behavior change, can be achieved through facilitated discussion and by permitting the facilitators to become participants. By creating sessions that allow participants to construct their own understanding of the perceived problem while reflecting on their past behavior, true behavior change that is initiated by the participant can be achieved. Through discussion facilitation, a targeted and structured behavior change intervention can assist participants in realizing that their past actions were damaging to themselves and their community, while aiding the participant in employing self-initiated responses, learned within the discussions, to alter their behaviors.

Eliciting behavior change in a US sexual violence and intimate partner violence prevention program through utilization of Freire and discussion facilitation

PubMed Central

Nelson, Atiba; Lewy, Robin; Ricardo, Francine; Dovydaitis, Tiffany; Hunter, Amber; Mitchell, Ashley; Loe, Claire; Kugel, Candace

2010-01-01

Designed by Migrant Clinicians Network, the Hombres Unidos Contra La Violencia Familiar (Men United Against Family Violence) Project used facilitated discussion groups as the method to encourage self-reflection and behavior change. Male participants were not taught to rectify any past sexual or intimate partner violence (SV/IPV) ‘tendencies’, rather the discussion facilitation allowed them to reflect on the SV/IPV that was present in their lives and in the Hispanic community. Subsequently, the sessions and self-reflection, coupled with the discussions with other participating males, empowered several participants to have further interactions about SV/IPV with individuals in their community. The discussions led participants to realize that SV/IPV existed in their community, but that there were males within their community that wanted to change. The Hombres Unidos Contra La Violencia Familiar project demonstrated that behavior change does not need to be actively persuaded, but that self-reflection, which elicits behavior change, can be achieved through facilitated discussion and by permitting the facilitators to become participants. By creating sessions that allow participants to construct their own understanding of the perceived problem while reflecting on their past behavior, true behavior change that is initiated by the participant can be achieved. Through discussion facilitation, a targeted and structured behavior change intervention can assist participants in realizing that their past actions were damaging to themselves and their community, while aiding the participant in employing self-initiated responses, learned within the discussions, to alter their behaviors. PMID:20427371

Medical undergraduates’ use of behaviour change talk: the example of facilitating weight management

PubMed Central

2013-01-01

Background Obesity, an increasing problem worldwide, is a leading cause of morbidity and mortality. Management principally requires lifestyle (i.e. behavioural) changes. An evidence-base exists of behaviour change techniques for weight loss; however, in routine practice doctors are often unsure about effective treatments and commonly use theoretically-unfounded communication strategies (e.g. information-giving). It is not known if communication skills teaching during undergraduate training adequately prepares future doctors to engage in effective behaviour change talk with patients. The aim of the study was to examine which behaviour change techniques medical undergraduates use to facilitate lifestyle adjustments in obese patients. Methods Forty-eight medical trainees in their clinical years of a UK medical school conducted two simulated consultations each. Both consultations involved an obese patient scenario where weight loss was indicated. Use of simulated patients (SPs) ensured standardisation of key variables (e.g. barriers to behaviour change). Presentation of scenario order was counterbalanced. Following each consultation, students assessed the techniques they perceived themselves to have used. SPs rated the extent to which they intended to make behavioural changes and why. Anonymised transcripts of the audiotaped consultations were coded by independent assessors, blind to student and SP ratings, using a validated behaviour change taxonomy. Results Students reported using a wide range of evidence-based techniques. In contrast, codings of observed communication behaviours were limited. SPs behavioural intention varied and a range of helpful elements of student’s communication were revealed. Conclusions Current skills-based communication programmes do not adequately prepare future doctors for the growing task of facilitating weight management. Students are able to generalise some communication skills to these encounters, but are over confident and have

The Contribution of Conceptual Change Texts Accompanied by Concept Mapping to Eleventh-Grade Students Understanding of Cellular Respiration Concepts

ERIC Educational Resources Information Center

Al khawaldeh, Salem A.; Al Olaimat, Ali M.

2010-01-01

The present study conducted to investigate the contribution of conceptual change texts, accompanied by concept mapping instruction to eleventh-grade students' understanding of cellular respiration concepts, and their retention of this understanding. Cellular respiration concepts test was developed as a result of examination of related literature…

Electronic Tutoring as a Tool for Promoting Conceptual Change: A Case Study of In-Service Science Teacher Workshops

ERIC Educational Resources Information Center

Stott, Angela; Case, Jennifer M.

2014-01-01

Electronic tutors able to respond appropriately to a user's input have been shown to be effective in improving learning in a number of contexts. This study extends this research into the context of conceptual change during in-service science teacher workshops. Quantitative data were collected from 1,049 South African grade 12 physical sciences…

A Study of the Effect of Affective and Social Factors on Teaching for Conceptual Change in Primary Science

ERIC Educational Resources Information Center

Pimthong, P.

2015-01-01

The purpose of this research was to study primary science students' conceptual development as it related to their understanding of materials and their properties: in particular, to determine how and why some students changed their concepts while others did not. The participants were thirty-two Grade 5 (10-11 year old) students. An instructional…

The Essential Elements of Facilitation.

ERIC Educational Resources Information Center

Priest, Simon; Gass, Michael; Gillis, Lee

Most organizations find it difficult to implement change, and only about 10 percent of learning from training and development experiences is actually applied in the workplace. This book advocates facilitation as a means of enhancing change and increasing productivity. Facilitation engages employees by enhancing the processes associated with their…

Establishing a Conceptual Foundation for Addressing Challenges Facing Food-Energy-Water Management

NASA Astrophysics Data System (ADS)

Goldsby, M.; Padowski, J.; Katz, S.; Brady, M.; Hampton, S. E.

2017-12-01

Ensuring the security of food, energy and water in the face of a changing environment is a top societal priority. In order to make sound policy decisions aimed at meeting those needs, policy-makers need decision-relevant information. As such, considerable effort and resources have recently been devoted to investigating the Food-Energy-Water (FEW) Nexus in order to better provide that information. However, despite the increased research activity into FEW systems and FEW problems, little attention has been devoted to the fundamental conceptual issues underlying contemporary FEW systems. Consequently, this inattention has led to conceptual confusion about what is and what is not a FEW system. This project aims to fill that lacuna in order to better facilitate the FEW research agenda. Toward that end, we identify three features that distinguish FEW problems from other resource management problems: (1) the production and management of the resources in each sector of a FEW system is specialized to its own sector; (2) interdependencies exist between sectors such that overproduction in one sector, for example, may have impacts on other sectors; and (3) there are real limits to FEW resource availability as well as limits on the ability to transact across sector boundaries. We contend that once armed with this distinction, one can model the stocks and flows of FEW capital in a conceptually rigorous way that may lead to operational innovations of FEW management.

Implementing Value-Based Payment Reform: A Conceptual Framework and Case Examples.

PubMed

Conrad, Douglas A; Vaughn, Matthew; Grembowski, David; Marcus-Smith, Miriam

2016-08-01

This article develops a conceptual framework for implementation of value-based payment (VBP) reform and then draws on that framework to systematically examine six distinct multi-stakeholder coalition VBP initiatives in three different regions of the United States. The VBP initiatives deploy the following payment models: reference pricing, "shadow" primary care capitation, bundled payment, pay for performance, shared savings within accountable care organizations, and global payment. The conceptual framework synthesizes prior models of VBP implementation. It describes how context, project objectives, payment and care delivery strategies, and the barriers and facilitators to translating strategy into implementation affect VBP implementation and value for patients. We next apply the framework to six case examples of implementation, and conclude by discussing the implications of the case examples and the conceptual framework for future practice and research. © The Author(s) 2015.

Understanding Global Change (UGC) as a Unifying Conceptual Framework for Teaching Ecology: Using UGC in a High School Biology Program to Integrate Earth Science and Biology, and to Demonstrate the Value of Modeling Global Systems in Promoting Conceptual Learning

NASA Astrophysics Data System (ADS)

Levine, J.; Bean, J. R.

2017-12-01

Global change science is ideal for NGSS-informed teaching, but presents a serious challenge to K-12 educators because it is complex and interdisciplinary- combining earth science, biology, chemistry, and physics. Global systems are themselves complex. Adding anthropogenic influences on those systems creates a formidable list of topics - greenhouse effect, climate change, nitrogen enrichment, introduced species, land-use change among them - which are often presented as a disconnected "laundry list" of "facts." This complexity, combined with public and mass-media scientific illiteracy, leaves global change science vulnerable to misrepresentation and politicization, creating additional challenges to teachers in public schools. Ample stand-alone, one-off, online resources, many of them excellent, are (to date) underutilized by teachers in the high school science course taken by most students: biology. The Understanding Global Change project (UGC) from the UC Berkeley Museum of Paleontology has created a conceptual framework that organizes, connects, and explains global systems, human and non-human drivers of change in those systems, and measurable changes in those systems. This organization and framework employ core ideas, crosscutting concepts, structure/function relationships, and system models in a unique format that facilitates authentic understanding, rather than memorization. This system serves as an organizing framework for the entire ecology unit of a forthcoming mainstream high school biology program. The UGC system model is introduced up front with its core informational graphic. The model is elaborated, step by step, by adding concepts and processes as they are introduced and explained in each chapter. The informational graphic is thus used in several ways: to organize material as it is presented, to summarize topics in each chapter and put them in perspective, and for review and critical thinking exercises that supplement the usual end-of-chapter lists of

The integration of climate change, spatial dynamics, and habitat fragmentation: A conceptual overview.

PubMed

Holyoak, Marcel; Heath, Sacha K

2016-01-01

A growing number of studies have looked at how climate change alters the effects of habitat fragmentation and degradation on both single and multiple species; some raise concern that biodiversity loss and its effects will be exacerbated. The published literature on spatial dynamics (such as dispersal and metapopulation dynamics), habitat fragmentation and climate change requires synthesis and a conceptual framework to simplify thinking. We propose a framework that integrates how climate change affects spatial population dynamics and the effects of habitat fragmentation in terms of: (i) habitat quality, quantity and distribution; (ii) habitat connectivity; and (iii) the dynamics of habitat itself. We use the framework to categorize existing autecological studies and investigate how each is affected by anthropogenic climate change. It is clear that a changing climate produces changes in the geographic distribution of climatic conditions, and the amount and quality of habitat. The most thorough published studies show how such changes impact metapopulation persistence, source-sink dynamics, changes in species' geographic range and community composition. Climate-related changes in movement behavior and quantity, quality and distribution of habitat have also produced empirical changes in habitat connectivity for some species. An underexplored area is how habitat dynamics that are driven by climatic processes will affect species that live in dynamic habitats. We end our discussion by suggesting ways to improve current attempts to integrate climate change, spatial population dynamics and habitat fragmentation effects, and suggest distinct areas of study that might provide opportunities for more fully integrative work. © 2015 International Society of Zoological Sciences, Institute of Zoology/Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd.

Derivation of a GIS-based watershed-scale conceptual model for the St. Jones River Delaware from habitat-scale conceptual models.

PubMed

Reiter, Michael A; Saintil, Max; Yang, Ziming; Pokrajac, Dragoljub

2009-08-01

Conceptual modeling is a useful tool for identifying pathways between drivers, stressors, Valued Ecosystem Components (VECs), and services that are central to understanding how an ecosystem operates. The St. Jones River watershed, DE is a complex ecosystem, and because management decisions must include ecological, social, political, and economic considerations, a conceptual model is a good tool for accommodating the full range of inputs. In 2002, a Four-Component, Level 1 conceptual model was formed for the key habitats of the St. Jones River watershed, but since the habitat level of resolution is too fine for some important watershed-scale issues we developed a functional watershed-scale model using the existing narrowed habitat-scale models. The narrowed habitat-scale conceptual models and associated matrices developed by Reiter et al. (2006) were combined with data from the 2002 land use/land cover (LULC) GIS-based maps of Kent County in Delaware to assemble a diagrammatic and numerical watershed-scale conceptual model incorporating the calculated weight of each habitat within the watershed. The numerical component of the assembled watershed model was subsequently subjected to the same Monte Carlo narrowing methodology used for the habitat versions to refine the diagrammatic component of the watershed-scale model. The narrowed numerical representation of the model was used to generate forecasts for changes in the parameters "Agriculture" and "Forest", showing that land use changes in these habitats propagated through the results of the model by the weighting factor. Also, the narrowed watershed-scale conceptual model identified some key parameters upon which to focus research attention and management decisions at the watershed scale. The forecast and simulation results seemed to indicate that the watershed-scale conceptual model does lead to different conclusions than the habitat-scale conceptual models for some issues at the larger watershed scale.

The Impact of Cognitive and Affective Aspects of Cognitive Conflict on Learners' Conceptual Change about Floating and Sinking

ERIC Educational Resources Information Center

Hadjiachilleos, Stella; Valanides, Nicos; Angeli, Charoula

2013-01-01

Background: Cognitive conflict has been identified as an important factor for bringing about students' conceptual change. Researchers draw attention to the need to study not only cognitive factors related to cognitive conflict but affective factors as well. Purpose: The purpose of this study was to investigate the contribution of cognitive…

Learning in the Discovery Sciences: The History of a "Radical" Conceptual Change, or the Scientific Revolution That Was Not

ERIC Educational Resources Information Center

Roth, Wolff-Michael

2014-01-01

In this study, I provide a microgenetic-historical account of learning in an informal setting: the conceptual change that occurred while a university-based scientific research laboratory investigated the absorption of light in rod-based photoreceptors of coho salmon, which the "dogma" had suggested to be related to the migration between…

Language production is facilitated by semantic richness but inhibited by semantic density: Evidence from picture naming.

PubMed

Rabovsky, Milena; Schad, Daniel J; Abdel Rahman, Rasha

2016-01-01

Communicating meaningful messages is the ultimate goal of language production. Yet, verbal messages can differ widely in the complexity and richness of their semantic content, and such differences should strongly modulate conceptual and lexical encoding processes during speech planning. However, despite the crucial role of semantic content in language production, the influence of this variability is currently unclear. Here, we investigate influences of the number of associated semantic features and intercorrelational feature density on language production during picture naming. While the number of semantic features facilitated naming, intercorrelational feature density inhibited naming. Both effects follow naturally from the assumption of conceptual facilitation and simultaneous lexical competition. They are difficult to accommodate with language production theories dismissing lexical competition. Copyright © 2015 Elsevier B.V. All rights reserved.

Epistemic Beliefs and Conceptual Understanding in Biotechnology: A Case Study

NASA Astrophysics Data System (ADS)

Rebello, Carina M.; Siegel, Marcelle A.; Witzig, Stephen B.; Freyermuth, Sharyn K.; McClure, Bruce A.

2012-04-01

The purpose of this investigation was to explore students' epistemic beliefs and conceptual understanding of biotechnology. Epistemic beliefs can influence reasoning, how individuals evaluate information, and informed decision making abilities. These skills are important for an informed citizenry that will participate in debates regarding areas in science such as biotechnology. We report on an in-depth case study analysis of three undergraduate, non-science majors in a biotechnology course designed for non-biochemistry majors. We selected participants who performed above average and below average on the first in-class exam. Data from multiple sources—interviews, exams, and a concept instrument—were used to construct (a) individual profiles and (b) a cross-case analysis of our participants' conceptual development and epistemic beliefs from two different theoretical perspectives—Women's Ways of Knowing and the Reflective Judgment Model. Two independent trained researchers coded all case records independently for both theoretical perspectives, with resultant initial Cohen's kappa values above .715 (substantial agreement), and then reached consensus on the codes. Results indicate that a student with more sophisticated epistemology demonstrated greater conceptual understandings at the end of the course than a student with less sophisticated epistemology, even though the latter performed higher initially. Also a student with a less sophisticated epistemology and low initial conceptual performance does not demonstrate gains in their overall conceptual understanding. Results suggest the need for instructional interventions fostering epistemological development of learners in order to facilitate their conceptual growth.

Case Mis-Conceptualization in Psychological Treatment: An Enduring Clinical Problem.

PubMed

Ridley, Charles R; Jeffrey, Christina E; Roberson, Richard B

2017-04-01

Case conceptualization, an integral component of mental health treatment, aims to facilitate therapeutic gains by formulating a clear picture of a client's psychological presentation. However, despite numerous attempts to improve this clinical activity, it remains unclear how well existing methods achieve their purported purpose. Case formulation is inconsistently defined in the literature and implemented in practice, with many methods varying in complexity, theoretical grounding, and empirical support. In addition, many of the methods demand a precise clinical acumen that is easily influenced by judgmental and inferential errors. These errors occur regardless of clinicians' level of training or amount of clinical experience. Overall, the lack of a consensus definition, a diversity of methods, and susceptibility of clinicians to errors are manifestations of the state of crisis in case conceptualization. This article, the 2nd in a series of 5 on thematic mapping, argues the need for more reliable and valid models of case conceptualization. © 2017 Wiley Periodicals, Inc.

Facilitators and barriers to initiating change in medical intensive care unit survivors with alcohol use disorders: a qualitative study.

PubMed

Clark, Brendan J; Jones, Jacqueline; Cook, Paul; Tian, Karen; Moss, Marc

2013-10-01

Alcohol abuse and dependence are collectively referred to as alcohol use disorders (AUD). An AUD is present in up to one third of patients admitted to an intensive care unit (ICU). We sought to understand the barriers and facilitators to change in ICU survivors with an AUD to provide a foundation upon which to tailor alcohol-related interventions. We used a qualitative approach with a broad constructivist framework, conducting semistructured interviews in medical ICU survivors with an AUD. Patients were included if they were admitted to 1 of 2 medical ICUs and were excluded if they refused participation, were unable to participate, or did not speak English. Digitally recorded and professionally transcribed interviews were analyzed using a general inductive approach and grouped into themes. Nineteen patients were included, with an average age of 51 (interquartile range, 36-51) years and an average Acute Physiology and Chronic Health Evaluation II score of 9 (interquartile range, 5-13); 68% were white, 74% were male, and the most common reason for admission was alcohol withdrawal (n=8). We identified 5 facilitators of change: empathy of the inpatient health care environment, recognition of accumulating problems, religion, pressure from others to stop drinking, and trigger events. We identified 3 barriers to change: missed opportunities, psychiatric comorbidity, and cognitive dysfunction. Social networks were identified as either a barrier or facilitator to change depending on the specific context. Alcohol-related interventions to motivate and sustain behavior change could be tailored to ICU survivors by accounting for unique barriers and facilitators. © 2013.

Moving forward on facilitation research: response to changing environments and effects on the diversity, functioning and evolution of plant communities

PubMed Central

Soliveres, Santiago; Smit, Christian; Maestre, Fernando T.

2015-01-01

Once seen as anomalous, facilitative interactions among plants and their importance for community structure and functioning are now widely recognized. The growing body of modelling, descriptive and experimental studies on facilitation covers a wide variety of terrestrial and aquatic systems throughout the globe. However, the lack of a general body of theory linking facilitation among different types of organisms and biomes and their responses to environmental changes prevents further advances in our knowledge regarding the evolutionary and ecological implications of facilitation in plant communities. Moreover, insights gathered from alternative lines of inquiry may substantially improve our understanding of facilitation, but these have been largely neglected thus far. Despite over 15 years of research and debate on this topic, there is no consensus on the degree to which plant–plant interactions change predictably along environmental gradients (i.e. the stress-gradient hypothesis), and this hinders our ability to predict how plant–plant interactions may affect the response of plant communities to ongoing global environmental change. The existing controversies regarding the response of plant–plant interactions across environmental gradients can be reconciled when clearly considering and determining the species-specificity of the response, the functional or individual stress type, and the scale of interest (pairwise interactions or community-level response). Here, we introduce a theoretical framework to do this, supported by multiple lines of empirical evidence. We also discuss current gaps in our knowledge regarding how plant–plant interactions change along environmental gradients. These include the existence of thresholds in the amount of species-specific stress that a benefactor can alleviate, the linearity or non-linearity of the response of pairwise interactions across distance from the ecological optimum of the beneficiary, and the need to explore

Moving forward on facilitation research: response to changing environments and effects on the diversity, functioning and evolution of plant communities.

PubMed

Soliveres, Santiago; Smit, Christian; Maestre, Fernando T

2015-02-01

Once seen as anomalous, facilitative interactions among plants and their importance for community structure and functioning are now widely recognized. The growing body of modelling, descriptive and experimental studies on facilitation covers a wide variety of terrestrial and aquatic systems throughout the globe. However, the lack of a general body of theory linking facilitation among different types of organisms and biomes and their responses to environmental changes prevents further advances in our knowledge regarding the evolutionary and ecological implications of facilitation in plant communities. Moreover, insights gathered from alternative lines of inquiry may substantially improve our understanding of facilitation, but these have been largely neglected thus far. Despite over 15 years of research and debate on this topic, there is no consensus on the degree to which plant-plant interactions change predictably along environmental gradients (i.e. the stress-gradient hypothesis), and this hinders our ability to predict how plant-plant interactions may affect the response of plant communities to ongoing global environmental change. The existing controversies regarding the response of plant-plant interactions across environmental gradients can be reconciled when clearly considering and determining the species-specificity of the response, the functional or individual stress type, and the scale of interest (pairwise interactions or community-level response). Here, we introduce a theoretical framework to do this, supported by multiple lines of empirical evidence. We also discuss current gaps in our knowledge regarding how plant-plant interactions change along environmental gradients. These include the existence of thresholds in the amount of species-specific stress that a benefactor can alleviate, the linearity or non-linearity of the response of pairwise interactions across distance from the ecological optimum of the beneficiary, and the need to explore further how

2006 C. H. McCloy Research Lecture: Defining Learning as Conceptual Change in Physical Education and Physical Activity Settings

ERIC Educational Resources Information Center

Ennis, Catherine D.

2007-01-01

The author discusses a line of research examining the acquisition, organization, and use of knowledge associated with conceptual change in which she is engaged at the University of Maryland. It builds on foundational research by scholars in science, mathematics, and reading education as well as in motor learning and physical education pedagogy,…

The Effect of Conceptual Change Approach to Eliminate 9th Grade High School Students' Misconceptions about Air Pressure

ERIC Educational Resources Information Center

Akbas, Yavuz; Gencturk, Ebru

2011-01-01

The aim of this study was to determine the effectiveness of teaching based on conceptual change overcome misconceptions of 9th grade high school students about the subject of air pressure. The sampling of the study was formed with two classes of 9th grade students from a general high school in the city-center of Trabzon. A quasi-experimental…

Bilingual Students' Ideas and Conceptual Change about Slow Geomorphological Changes Caused by Water

ERIC Educational Resources Information Center

Martínez, Patricia; Bannan, Brenda; Kitsantas, Anastasia

2012-01-01

This paper presents the results of an experiment investigating the development of elementary-school dual-language learners' conceptual knowledge about processes of erosion, deposition, and transportation caused by water movement. To elicit students' ideas, researchers asked students to answer four open-ended questions using written answers and/or…

Developing Conceptual Understanding and Procedural Fluency for Junior High School Students through Model-Facilitated Learning (MFL)

ERIC Educational Resources Information Center

Laswadi; Kusumah, Yaya S.; Darwis, Sutawanir; Afgani, Jarnawi D.

2016-01-01

Conceptual understanding (CU) and procedural fluency (PF) are two important mathematical competencies required by students. CU helps students organizing their knowledge into a coherent whole, and PF helps them to find the right solution of a problem. In order to enhance CU and PF, students need learning experiences in constructing knowledge and…

How action researchers use anxiety to facilitate change in health care.

PubMed

Evans, Nicola; Hopkinson, Jane

2016-06-01

The aim of this paper is to report on the role of an action researcher in a study investigating the change process in a health service context where a new assessment clinic was developed to manage the excessive waiting list for that service. For effective organisational change in health, there is a suggestion that change agents need to be emotionally intelligent; recognising the emotional state of individuals, reconciling that with the organisational drivers and making an assessment of readiness for organisational change. Anxiety features throughout this literature and there is a suggestion that being aware of anxiety and managing anxiety is within the emotionally intelligent change agent's repertoire, but there is a gap in the literature that explains this relationship in detail. Data were generated to investigate the discrete nature of the role of the action researcher during this organisational change that spanned two years, through three methods: participant observations in the field captured in field notes (n = 72); observations of team meetings that had been recorded and transcribed (n = 13); interviews with key informants pre- and postintervention (n = 14); a reflexive diary one document of 8920 words (n = 1). The data illuminating the interaction between the action researcher and participants were synthesised into two broad themes: how the action researcher introduced anxiety into the system; how the action researcher facilitated the participants to tolerate change anxiety. The findings from this study can be applied in clinical practice where change in practice is planned. Part of the requirement of a change agent in the NHS might be to be sufficiently emotionally literate to understand anxiety in the participant system and manage it to effect change. © 2016 John Wiley & Sons Ltd.

Microgravity changes at the Laguna del Maule volcanic field: Magma-induced stress changes facilitate mass addition

NASA Astrophysics Data System (ADS)

Miller, C. A.; Le Mével, H.; Currenti, G.; Williams-Jones, G.; Tikoff, B.

2017-04-01

Time-dependent, or 4-D, microgravity changes observed at the Laguna del Maule volcanic field, Chile, since 2013, indicate significant (1.5 × 1011 kg) ongoing mass injection. Mass injection is focused along the Troncoso fault, and subparallel structures beneath the lake at 1.5-2 km depth, and is best modeled by a vertical rectangular prism source. The low-density change (156 to 307 kg/m3) and limited depth extent suggest a mechanism of hydrothermal fluid intrusion into existing voids, or voids created by the substantial uplift, rather than deeper-sourced dike intrusion of rhyolite or basalt magma. Although the gravity changes are broadly spatially coincident with ongoing surface deformation, existing models that explain the deformation are deeper sourced and cannot explain the gravity changes. To account for this discrepancy and the correspondence in time of the deformation and gravity changes, we explore a coupled magmatectonic interaction mechanism that allows for shallow mass addition, facilitated by deeper magma injection. Computing the strain, and mean, normal, and Coulomb stress changes on northeast trending faults, caused by the opening of a sill at 5 km depth, shows an increase in strain and mean and normal stresses along these faults, coincident with the areas of mass addition. Seismic swarms in mid-2012 to the west and southwest of the mass intrusion area may be responsible for dynamically increasing permeability on the Troncoso fault, promoting influx of hydrothermal fluids, which in turn causes larger gravity changes in the 2013 to 2014 interval, compared to the subsequent intervals.

Appendix 2: Risk-based framework and risk case studies. Risk case study: a framework for assessing climate change risks to forest carbon stocks

Treesearch

Christopher W. Woodall; Grant M. Domke

2012-01-01

Forest ecosystems have the ability to reduce the effects of climate change through the sequestration of carbon (C) (Pan et al. 2011) as well as contribute to net emissions through disturbance events such as wildfires and widespread tree mortality (Kurz et al. 2008). A conceptual framework for assessing climate-change risks to forest ecosystem C stocks facilitates...

Towards a Conceptual Profile: Rethinking Conceptual Mediation in the Light of Recent Cognitive and Neuroscientific Findings

NASA Astrophysics Data System (ADS)

Dawson, Chris

2014-06-01

One important focus for science education researchers over many years has been the attempts to replace students' commonsense and non-scientific explanations of various phenomena by scientific explanations. The approach we adopted almost three decades ago was conceptual mediation, and this was shown to have a considerable level of success with both conceptual and attitudinal change. However, since that time, advances have been made in the application of both cognitive science and neuroscience to science learning. In particular, evidence has accumulated that, rather than the replacement of the commonsense view, the reality is that learners develop a conceptual profile which includes both the commonsense and the scientific. If this is the case, instead of focussing on conceptual replacement, science educators need to aim more actively at strengthening the learner's executive processes which select contextually appropriate responses and inhibit inappropriate ones. In this paper, the initial development, theoretical basis and the practical applications of conceptual mediation are introduced, following which, these are re-examined in the light of more recent findings. Within this discussion, several potential links to recent cognitive and neuroscientific research are drawn, and these raise issues for further research into the most appropriate teaching approaches for tackling existing non-scientific conceptions.

Assessing Undergraduate Students' Conceptual Understanding and Confidence of Electromagnetics

ERIC Educational Resources Information Center

Leppavirta, Johanna

2012-01-01

The study examines how students' conceptual understanding changes from high confidence with incorrect conceptions to high confidence with correct conceptions when reasoning about electromagnetics. The Conceptual Survey of Electricity and Magnetism test is weighted with students' self-rated confidence on each item in order to infer how strongly…

People, plants and health: a conceptual framework for assessing changes in medicinal plant consumption

PubMed Central

2012-01-01

Background A large number of people in both developing and developed countries rely on medicinal plant products to maintain their health or treat illnesses. Available evidence suggests that medicinal plant consumption will remain stable or increase in the short to medium term. Knowledge on what factors determine medicinal plant consumption is, however, scattered across many disciplines, impeding, for example, systematic consideration of plant-based traditional medicine in national health care systems. The aim of the paper is to develop a conceptual framework for understanding medicinal plant consumption dynamics. Consumption is employed in the economic sense: use of medicinal plants by consumers or in the production of other goods. Methods PubMed and Web of Knowledge (formerly Web of Science) were searched using a set of medicinal plant key terms (folk/peasant/rural/traditional/ethno/indigenous/CAM/herbal/botanical/phytotherapy); each search terms was combined with terms related to medicinal plant consumption dynamics (medicinal plants/health care/preference/trade/treatment seeking behavior/domestication/sustainability/conservation/urban/migration/climate change/policy/production systems). To eliminate studies not directly focused on medicinal plant consumption, searches were limited by a number of terms (chemistry/clinical/in vitro/antibacterial/dose/molecular/trial/efficacy/antimicrobial/alkaloid/bioactive/inhibit/antibody/purification/antioxidant/DNA/rat/aqueous). A total of 1940 references were identified; manual screening for relevance reduced this to 645 relevant documents. As the conceptual framework emerged inductively, additional targeted literature searches were undertaken on specific factors and link, bringing the final number of references to 737. Results The paper first defines the four main groups of medicinal plant users (1. Hunter-gatherers, 2. Farmers and pastoralists, 3. Urban and peri-urban people, 4. Entrepreneurs) and the three main types of

Fishing for leadership: The role diversification plays in facilitating change agents.

PubMed

Stoll, Joshua S

2017-09-01

Leadership is often viewed as being critical to successful natural resource management. This research focuses on a set of leaders identified through a social network analysis of fishers in a rural coastal region. Leaders' connections to different fisheries are evaluated, and these actors are found to be significantly more diversified than other fishers in the area. Drawing on theory related to institutional entrepreneurship and a series of in-depth interviews with these actors, this paper puts forward several hypotheses to explain how diverse social-ecological connections facilitate leadership. Three mechanisms are identified. Being diversified facilitates: (1) production of alternative visions; (2) framing of tractable strategies to sustain local marine resource; and (3) participation in the management process. While more research is needed to understand the relationship between diversification and leadership, these exploratory results suggest that leadership is, in part, a manifestation of ecological circumstance, supporting recent assertions that scholarship on leadership in natural resource management settings could benefit from being more attentive to the processes that shape leadership rather than fixating on individuals and their personal attributes. Given that fisheries policies increasingly constrain diversification, policymakers and managers should consider how specialization of fishers might change the form and function of leaders in the future. Copyright © 2017 Elsevier Ltd. All rights reserved.

People, plants and health: a conceptual framework for assessing changes in medicinal plant consumption.

PubMed

Smith-Hall, Carsten; Larsen, Helle Overgaard; Pouliot, Mariève

2012-11-13

A large number of people in both developing and developed countries rely on medicinal plant products to maintain their health or treat illnesses. Available evidence suggests that medicinal plant consumption will remain stable or increase in the short to medium term. Knowledge on what factors determine medicinal plant consumption is, however, scattered across many disciplines, impeding, for example, systematic consideration of plant-based traditional medicine in national health care systems. The aim of the paper is to develop a conceptual framework for understanding medicinal plant consumption dynamics. Consumption is employed in the economic sense: use of medicinal plants by consumers or in the production of other goods. PubMed and Web of Knowledge (formerly Web of Science) were searched using a set of medicinal plant key terms (folk/peasant/rural/traditional/ethno/indigenous/CAM/herbal/botanical/phytotherapy); each search terms was combined with terms related to medicinal plant consumption dynamics (medicinal plants/health care/preference/trade/treatment seeking behavior/domestication/sustainability/conservation/urban/migration/climate change/policy/production systems). To eliminate studies not directly focused on medicinal plant consumption, searches were limited by a number of terms (chemistry/clinical/in vitro/antibacterial/dose/molecular/trial/efficacy/antimicrobial/alkaloid/bioactive/inhibit/antibody/purification/antioxidant/DNA/rat/aqueous). A total of 1940 references were identified; manual screening for relevance reduced this to 645 relevant documents. As the conceptual framework emerged inductively, additional targeted literature searches were undertaken on specific factors and link, bringing the final number of references to 737. The paper first defines the four main groups of medicinal plant users (1. Hunter-gatherers, 2. Farmers and pastoralists, 3. Urban and peri-urban people, 4. Entrepreneurs) and the three main types of benefits (consumer, producer

The Comparative Effects of Prediction/Discussion-Based Learning Cycle, Conceptual Change Text, and Traditional Instructions on Student Understanding of Genetics

ERIC Educational Resources Information Center

Yilmaz, Diba; Tekkaya, Ceren; Sungur, Semra

2011-01-01

The present study examined the comparative effects of a prediction/discussion-based learning cycle, conceptual change text (CCT), and traditional instructions on students' understanding of genetics concepts. A quasi-experimental research design of the pre-test-post-test non-equivalent control group was adopted. The three intact classes, taught by…

An Explanation for the Difficulty of Leading Conceptual Change Using a Counterintuitive Demonstration: The Relationship between Cognitive Conflict and Responses

ERIC Educational Resources Information Center

Lee, Gyoungho; Byun, Taejin

2012-01-01

Bringing successful teaching approaches for stimulating conceptual change to normal classrooms has been a major challenge not only for teachers but also for researchers. In this study, we focused on the relationship between cognitive conflict and responses to anomalous data when students are confronted with a counterintuitive demonstration in the…

On Conceptual Analysis as the Primary Qualitative Approach to Statistics Education Research in Psychology

ERIC Educational Resources Information Center

Petocz, Agnes; Newbery, Glenn

2010-01-01

Statistics education in psychology often falls disappointingly short of its goals. The increasing use of qualitative approaches in statistics education research has extended and enriched our understanding of statistical cognition processes, and thus facilitated improvements in statistical education and practices. Yet conceptual analysis, a…

Facilitating Conceptual Change through Modeling in the Middle School Science Classroom

ERIC Educational Resources Information Center

Carrejo, David J.; Reinhartz, Judy

2014-01-01

Engaging students in both hands-on and minds-on experiences is needed for education that is relevant and complete. Many middle school students enter science classrooms with pre-conceived ideas about their world. Some of these ideas are misconceptions that hinder students from developing accepted concepts in science, such as those related to…

The Policy Formation Process: A Conceptual Framework for Analysis. Ph.D. Thesis

NASA Technical Reports Server (NTRS)

Fuchs, E. F.

1972-01-01

A conceptual framework for analysis which is intended to assist both the policy analyst and the policy researcher in their empirical investigations into policy phenomena is developed. It is meant to facilitate understanding of the policy formation process by focusing attention on the basic forces shaping the main features of policy formation as a dynamic social-political-organizational process. The primary contribution of the framework lies in its capability to suggest useful ways of looking at policy formation reality. It provides the analyst and the researcher with a group of indicators which suggest where to look and what to look for when attempting to analyze and understand the mix of forces which energize, maintain, and direct the operation of strategic level policy systems. The framework also highlights interconnections, linkage, and relational patterns between and among important variables. The framework offers an integrated set of conceptual tools which facilitate understanding of and research on the complex and dynamic set of variables which interact in any major strategic level policy formation process.

Evaluating the Functionality of Conceptual Models

NASA Astrophysics Data System (ADS)

Mehmood, Kashif; Cherfi, Samira Si-Said

Conceptual models serve as the blueprints of information systems and their quality plays decisive role in the success of the end system. It has been witnessed that majority of the IS change-requests results due to deficient functionalities in the information systems. Therefore, a good analysis and design method should ensure that conceptual models are functionally correct and complete, as they are the communicating mediator between the users and the development team. Conceptual model is said to be functionally complete if it represents all the relevant features of the application domain and covers all the specified requirements. Our approach evaluates the functional aspects on multiple levels of granularity in addition to providing the corrective actions or transformation for improvement. This approach has been empirically validated by practitioners through a survey.

Climate Change and Conceptual Change

ERIC Educational Resources Information Center

Clark, David J.

2013-01-01

Global Warming ("GW") is easily one of the most pressing concerns of our time, and its solution will come about only through a change in human behavior. Compared to the residents of most other nations worldwide, Americans report lower acceptance of the realities of GW. In order to address this concern in a free society, U.S. residents…

Facilitating the implementation of clinical technology in healthcare: what role does a national agency play?

PubMed

Harvey, Gill; Llewellyn, Sue; Maniatopoulos, Greg; Boyd, Alan; Procter, Rob

2018-05-10

Accelerating the implementation of new technology in healthcare is typically complex and multi-faceted. One strategy is to charge a national agency with the responsibility for facilitating implementation. This study examines the role of such an agency in the English National Health Service. In particular, it compares two different facilitation strategies employed by the agency to support the implementation of insulin pump therapy. The research involved an empirical case study of four healthcare organisations receiving different levels of facilitation from the national agency: two received active hands-on facilitation; one was the intended recipient of a more passive, web-based facilitation strategy; the other implemented the technology without any external facilitation. The primary method of data collection was semi-structured qualitative interviews with key individuals involved in implementation. The integrated-PARIHS framework was applied as a conceptual lens to analyse the data. The two sites that received active facilitation from an Implementation Manager in the national agency made positive progress in implementing the technology. In both sites there was a high level of initial receptiveness to implementation. This was similar to a site that had successfully introduced insulin pump therapy without facilitation support from the national agency. By contrast, a site that did not have direct contact with the national agency made little progress with implementation, despite the availability of a web-based implementation resource. Clinicians expressed differences of opinion around the value and effectiveness of the technology and contextual barriers related to funding for implementation persisted. The national agency's intended roll out strategy using passive web-based facilitation appeared to have little impact. When favourable conditions exist, in terms of agreement around the value of the technology, clinician receptiveness and motivation to change, active

Conceptual foundations of a palliative approach: a knowledge synthesis.

PubMed

Sawatzky, Richard; Porterfield, Pat; Lee, Joyce; Dixon, Duncan; Lounsbury, Kathleen; Pesut, Barbara; Roberts, Della; Tayler, Carolyn; Voth, James; Stajduhar, Kelli

2016-01-15

Much of what we understand about the design of healthcare systems to support care of the dying comes from our experiences with providing palliative care for dying cancer patients. It is increasingly recognized that in addition to cancer, high quality end of life care should be an integral part of care that is provided for those with other advancing chronic life-limiting conditions. A "palliative approach" has been articulated as one way of conceptualizing this care. However, there is a lack of conceptual clarity regarding the essential characteristics of a palliative approach to care. The goal of this research was to delineate the key characteristics of a palliative approach found in the empiric literature in order to establish conceptual clarity. We conducted a knowledge synthesis of empirical peer-reviewed literature. Search terms pertaining to "palliative care" and "chronic life-limiting conditions" were identified. A comprehensive database search of 11 research databases for the intersection of these terms yielded 190,204 documents. A subsequent computer-assisted approach using statistical predictive classification methods was used to identify relevant documents, resulting in a final yield of 91 studies. Narrative synthesis methods and thematic analysis were used to then identify and conceptualize key characteristics of a palliative approach. The following three overarching themes were conceptualized to delineate a palliative approach: (1) upstream orientation towards the needs of people who have life-limiting conditions and their families, (2) adaptation of palliative care knowledge and expertise, (3) operationalization of a palliative approach through integration into systems and models of care that do not specialize in palliative care. Our findings provide much needed conceptual clarity regarding a palliative approach. Such clarity is of fundamental importance for the development of healthcare systems that facilitate the integration of a palliative approach

Handling Qualities Optimization for Rotorcraft Conceptual Design

NASA Technical Reports Server (NTRS)

Lawrence, Ben; Theodore, Colin R.; Berger, Tom

2016-01-01

Over the past decade, NASA, under a succession of rotary-wing programs has been moving towards coupling multiple discipline analyses in a rigorous consistent manner to evaluate rotorcraft conceptual designs. Handling qualities is one of the component analyses to be included in a future NASA Multidisciplinary Analysis and Optimization framework for conceptual design of VTOL aircraft. Similarly, the future vision for the capability of the Concept Design and Assessment Technology Area (CD&A-TA) of the U.S Army Aviation Development Directorate also includes a handling qualities component. SIMPLI-FLYD is a tool jointly developed by NASA and the U.S. Army to perform modeling and analysis for the assessment of flight dynamics and control aspects of the handling qualities of rotorcraft conceptual designs. An exploration of handling qualities analysis has been carried out using SIMPLI-FLYD in illustrative scenarios of a tiltrotor in forward flight and single-main rotor helicopter at hover. Using SIMPLI-FLYD and the conceptual design tool NDARC integrated into a single process, the effects of variations of design parameters such as tail or rotor size were evaluated in the form of margins to fixed- and rotary-wing handling qualities metrics as well as the vehicle empty weight. The handling qualities design margins are shown to vary across the flight envelope due to both changing flight dynamic and control characteristics and changing handling qualities specification requirements. The current SIMPLI-FLYD capability and future developments are discussed in the context of an overall rotorcraft conceptual design process.

Tolerance of uncertainty: Conceptual analysis, integrative model, and implications for healthcare.

PubMed

Hillen, Marij A; Gutheil, Caitlin M; Strout, Tania D; Smets, Ellen M A; Han, Paul K J

2017-05-01

Uncertainty tolerance (UT) is an important, well-studied phenomenon in health care and many other important domains of life, yet its conceptualization and measurement by researchers in various disciplines have varied substantially and its essential nature remains unclear. The objectives of this study were to: 1) analyze the meaning and logical coherence of UT as conceptualized by developers of UT measures, and 2) develop an integrative conceptual model to guide future empirical research regarding the nature, causes, and effects of UT. A narrative review and conceptual analysis of 18 existing measures of Uncertainty and Ambiguity Tolerance was conducted, focusing on how measure developers in various fields have defined both the "uncertainty" and "tolerance" components of UT-both explicitly through their writings and implicitly through the items constituting their measures. Both explicit and implicit conceptual definitions of uncertainty and tolerance vary substantially and are often poorly and inconsistently specified. A logically coherent, unified understanding or theoretical model of UT is lacking. To address these gaps, we propose a new integrative definition and multidimensional conceptual model that construes UT as the set of negative and positive psychological responses-cognitive, emotional, and behavioral-provoked by the conscious awareness of ignorance about particular aspects of the world. This model synthesizes insights from various disciplines and provides an organizing framework for future research. We discuss how this model can facilitate further empirical and theoretical research to better measure and understand the nature, determinants, and outcomes of UT in health care and other domains of life. Uncertainty tolerance is an important and complex phenomenon requiring more precise and consistent definition. An integrative definition and conceptual model, intended as a tentative and flexible point of departure for future research, adds needed breadth

Fostering Conceptual Change and Critical Reasoning About HIV and AIDS

ERIC Educational Resources Information Center

Keselman, Alla; Kaufman, David R.; Kramer, Sharon; Patel, Vimla L.

2007-01-01

One of the challenges of science education is for students to develop scientific knowledge that is personally meaningful and applicable to real-life issues. This article describes a middle-school science intervention fostering adolescents' critical reasoning in the context of HIV by strengthening their conceptual understanding of HIV biology. The…

Using Theory of Mind to Promote Conceptual Change in Science

ERIC Educational Resources Information Center

Kyriakopoulou, Natassa; Vosniadou, Stella

2014-01-01

We argue that learning science requires children to move from perceptually based representations to more abstract conceptual representations and to understand that appearance may sometimes deceive us and that the same phenomenon in the world can have more than one representation when seen from different perspectives. We also argue that the…

An evidence-based approach to organization evaluation and change in human service organizations evaluation and program planning.

PubMed

Schalock, Robert L; Lee, Tim; Verdugo, Miguel; Swart, Kees; Claes, Claudia; van Loon, Jos; Lee, Chun-Shin

2014-08-01

The work described in this article focuses primarily on how human service organizations can use an evidence-based, self-assessment approach to organization evaluation to facilitate continuous quality improvement and organization change. Real-life examples are presented, strengths and challenges discussed, and future conceptual and measurement issues identified. Copyright © 2014 Elsevier Ltd. All rights reserved.

Levels of Emotional Awareness: a model for conceptualizing and measuring emotion-centered structural change.

PubMed

Subic-Wrana, Claudia; Beutel, Manfred E; Garfield, David A S; Lane, Richard D

2011-04-01

The need to establish the efficacy of psychoanalytic long-term treatments has promoted efforts to operationalize psychic structure and structural change as key elements of psychoanalytic treatments and their outcomes. Current, promising measures of structural change, however, require extensive interviews and rater training. The purpose of this paper is to present the theory and measurement of Levels of Emotional Awareness (LEA) and to illustrate its use based on clinical case vignettes. The LEA model lays out a developmental trajectory of affective processing, akin to Piaget's theory of sensory-cognitive development, from implicit to explicit processing. Unlike other current assessments of psychic structure (Scales of Psychological Capacities, Reflective Functioning, Operationalized Psychodynamic Diagnostics) requiring intensive rater and interviewer training, it is easily assessed based on a self-report performance test. The LEA model conceptualizes a basic psychological capacity, affect processing. As we will illustrate using two case vignettes, by operationalizing implicit and explicit modes of affect processing, it provides a clinical measure of emotional awareness that is highly pertinent to the ongoing psychoanalytic debate on the nature and mechanisms of structural change. Copyright © 2011 Institute of Psychoanalysis.

Why (we think) facilitation works: insights from organizational learning theory.

PubMed

Berta, Whitney; Cranley, Lisa; Dearing, James W; Dogherty, Elizabeth J; Squires, Janet E; Estabrooks, Carole A

2015-10-06

Facilitation is a guided interactional process that has been popularized in health care. Its popularity arises from its potential to support uptake and application of scientific knowledge that stands to improve clinical and managerial decision-making, practice, and ultimately patient outcomes and organizational performance. While this popular concept has garnered attention in health services research, we know that both the content of facilitation and its impact on knowledge implementation vary. The basis of this variation is poorly understood, and understanding is hampered by a lack of conceptual clarity. In this paper, we argue that our understanding of facilitation and its effects is limited in part by a lack of clear theoretical grounding. We propose a theoretical home for facilitation in organizational learning theory. Referring to extant literature on facilitation and drawing on theoretical literature, we discuss the features of facilitation that suggest its role in contributing to learning capacity. We describe how facilitation may contribute to generating knowledge about the application of new scientific knowledge in health-care organizations. Facilitation's promise, we suggest, lies in its potential to stimulate higher-order learning in organizations through experimenting with, generating learning about, and sustaining small-scale adaptations to organizational processes and work routines. The varied effectiveness of facilitation observed in the literature is associated with the presence or absence of factors known to influence organizational learning, since facilitation itself appears to act as a learning mechanism. We offer propositions regarding the relationships between facilitation processes and key organizational learning concepts that have the potential to guide future work to further our understanding of the role that facilitation plays in learning and knowledge generation.

Conceptual distortions of hand structure are robust to changes in stimulus information.

PubMed

Ambroziak, Klaudia B; Tamè, Luigi; Longo, Matthew R

2018-05-01

Previous studies showed stereotyped distortions in hand representations. People judge their knuckles as farther forward in the hand than they actually are. The cause of this bias remains unclear. We tested whether both visual and tactile information contribute to the bias. In Experiment 1, participants judged the location of their knuckles by pointing to the location on their palm with: (1) a metal baton (using vision and touch), (2) a metal baton while blindfolded (using touch), or (3) a laser pointer (using vision). Distal mislocalisations were found in all conditions. In Experiment 2, we investigated whether judgments are influenced by visual landmarks such as creases. Participants localized their knuckles on either a photograph of their palm or a silhouette. Distal mislocalisations were apparent in both conditions. These results show that distal biases are resistant to changes in stimulus information, suggesting that such mislocalisations reflect a conceptual mis-representation of hand structure. Copyright © 2018 Elsevier Inc. All rights reserved.

Harmonising Nursing Terminologies Using a Conceptual Framework.

PubMed

Jansen, Kay; Kim, Tae Youn; Coenen, Amy; Saba, Virginia; Hardiker, Nicholas

2016-01-01

The International Classification for Nursing Practice (ICNP®) and the Clinical Care Classification (CCC) System are standardised nursing terminologies that identify discrete elements of nursing practice, including nursing diagnoses, interventions, and outcomes. While CCC uses a conceptual framework or model with 21 Care Components to classify these elements, ICNP, built on a formal Web Ontology Language (OWL) description logic foundation, uses a logical hierarchical framework that is useful for computing and maintenance of ICNP. Since the logical framework of ICNP may not always align with the needs of nursing practice, an informal framework may be a more useful organisational tool to represent nursing content. The purpose of this study was to classify ICNP nursing diagnoses using the 21 Care Components of the CCC as a conceptual framework to facilitate usability and inter-operability of nursing diagnoses in electronic health records. Findings resulted in all 521 ICNP diagnoses being assigned to one of the 21 CCC Care Components. Further research is needed to validate the resulting product of this study with practitioners and develop recommendations for improvement of both terminologies.

Conceptual second-generation lunar equipment

NASA Technical Reports Server (NTRS)

1990-01-01

The spring 1990 Introduction to Design class was asked to conceptually design second-generation lunar vehicles and equipment as a semester design project. The basic assumption made in designing second-generation lunar vehicles and equipment was that a network of permanent lunar bases already existed. The designs were to facilitate the transportation of personnel and materials. The eight topics to choose from included flying vehicles, ground-based vehicles, robotic arms, and life support systems. Two teams of two or three members competed on each topic and results were exhibited at a formal presentation. A clean-propellant powered lunar flying transport vehicle, an extra-vehicular activity life support system, a pressurized lunar rover for greater distances, and a robotic arm design project are discussed.

Conceptual Modeling via Logic Programming

DTIC Science & Technology

1990-01-01

Define User Interface and Query Language L i1W= Ltl k.l 4. Define Procedures for Specifying Output S . Select Logic Programming Language 6. Develop ...baseline s change model. sessions and baselines. It was changed 6. Develop Methodology for C 31 Users. considerably with the advent of the window This...Model Development : Implica- for Conceptual Modeling Via Logic tions for Communications of a Cognitive Programming. Marina del Rey, Calif.: Analysis of

A conceptual framework for regional feedbacks in a changing climate

NASA Astrophysics Data System (ADS)

Batlle Bayer, L.; van den Hurk, B. J. J. M.; Strengers, B.

2012-04-01

Terrestrial ecosystems and climate influence each other through biogeochemical (e.g. carbon cycle) and biogeophysical (e.g. albedo, water fluxes) processes. These interactions might be disturbed when a climate human-induced forcing takes place (e.g. deforestation); and the ecosystem responses to the climate system might amplify (positive feedback) or dampen (negative feedback) the initial forcing. Research on feedbacks has been mainly based on the carbon cycle at the global scale. However, biogeophysical feedbacks might have a great impact at the local or regional scale, which is the main focus of this article. A conceptual framework, with the major interactions and processes between terrestrial ecosystems and climate, is presented to further explore feedbacks at the regional level. Four hot spots with potential changes in land use/management and climate are selected: sub-Saharan Africa (SSA), Europe, the Amazon Basin and South and Southeast Asia. For each region, diverse climate human-induced forcings and feedbacks were identified based on relevant published literature. For Europe, the positive soil moisture-evapotranspiration (ET) is important for natural vegetation during a heat wave event, while the positive soil moisture-precipitation feedback plays a more important role for droughts in the Amazon region. Agricultural expansion in SSA will depend on the impacts of the changing climate on crop yields and the adopted agro-technologies. The adoption of irrigation in the commonly rainfed systems might turn the positive soil moisture- ET feedback into a negative one. In contrast, South and Southeast Asia might face water shortage in the future, and thus turning the soil moisture-ET feedback into a positive one. Further research is needed for the major processes that affect the ultimate sign of the feedbacks, as well as for the interactions, which effect remains uncertain, such as ET-precipitation interaction. In addition, socio-economic feedbacks need to be added

Tumor heterogeneity and progression: conceptual foundations for modeling.

PubMed

Greller, L D; Tobin, F L; Poste, G

1996-01-01

A conceptual foundation for modeling tumor progression, growth, and heterogeneity is presented. The purpose of such models is to aid understanding, test ideas, formulate experiments, and to model cancer 'in machina' to address the dynamic features of tumor cell heterogeneity, progression, and growth. The descriptive capabilities of such an approach provides a consistent language for qualitatively reasoning about tumor behavior. This approach provides a schema for building conceptual models that combine three key phenomenological driving elements: growth, progression, and genetic instability. The growth element encompasses processes contributing to changes in tumor bulk and is distinct from progression per se. The progression element subsumes a broad collection of processes underlying phenotypic progression. The genetics elements represents heritable changes which potentially affect tumor character and behavior. Models, conceptual and mathematical, can be built for different tumor situations by drawing upon the interaction of these three distinct driving elements. These models can be used as tools to explore a diversity of hypotheses concerning dynamic changes in cellular populations during tumor progression, including the generation of intratumor heterogeneity. Such models can also serve to guide experimentation and to gain insight into dynamic aspects of complex tumor behavior.

Psychological Resilience among Children Affected by Parental HIV/AIDS: A Conceptual Framework

PubMed Central

Li, Xiaoming; Chi, Peilian; Sherr, Lorraine; Cluver, Lucie; Stanton, Bonita

2015-01-01

HIV-related parental illness and death have a profound and lasting impact on a child's psychosocial wellbeing, potentially compromising the child's future. In response to a paucity of theoretical and conceptual discussions regarding the development of resilience among children affected by parental HIV, we proposed a conceptual framework of psychological resilience among children affected by HIV based on critical reviews of the existing theoretical and empirical literature. Three interactive social ecological factors were proposed to promote the resilience processes and attenuate the negative impact of parental HIV on children's psychological development. Internal assets, such as cognitive capacity, motivation to adapt, coping skills, religion/spirituality, and personality, promote resilience processes. Family resources and community resources are two critical contextual factors that facilitate resilience process. Family resources contain smooth transition, functional caregivers, attachment relationship, parenting discipline. Community resources contain teacher support, peer support, adult mentors, and effective school. The implications of the conceptual framework for future research and interventions among children affected by parental HIV were discussed. PMID:26716068

Psychological Resilience among Children Affected by Parental HIV/AIDS: A Conceptual Framework.

PubMed

Li, Xiaoming; Chi, Peilian; Sherr, Lorraine; Cluver, Lucie; Stanton, Bonita

2015-01-01

HIV-related parental illness and death have a profound and lasting impact on a child's psychosocial wellbeing, potentially compromising the child's future. In response to a paucity of theoretical and conceptual discussions regarding the development of resilience among children affected by parental HIV, we proposed a conceptual framework of psychological resilience among children affected by HIV based on critical reviews of the existing theoretical and empirical literature. Three interactive social ecological factors were proposed to promote the resilience processes and attenuate the negative impact of parental HIV on children's psychological development. Internal assets, such as cognitive capacity, motivation to adapt, coping skills, religion/spirituality, and personality, promote resilience processes. Family resources and community resources are two critical contextual factors that facilitate resilience process. Family resources contain smooth transition, functional caregivers, attachment relationship, parenting discipline. Community resources contain teacher support, peer support, adult mentors, and effective school. The implications of the conceptual framework for future research and interventions among children affected by parental HIV were discussed.

Early auditory change detection implicitly facilitated by ignored concurrent visual change during a Braille reading task.

PubMed

Aoyama, Atsushi; Haruyama, Tomohiro; Kuriki, Shinya

2013-09-01

Unconscious monitoring of multimodal stimulus changes enables humans to effectively sense the external environment. Such automatic change detection is thought to be reflected in auditory and visual mismatch negativity (MMN) and mismatch negativity fields (MMFs). These are event-related potentials and magnetic fields, respectively, evoked by deviant stimuli within a sequence of standard stimuli, and both are typically studied during irrelevant visual tasks that cause the stimuli to be ignored. Due to the sensitivity of MMN/MMF to potential effects of explicit attention to vision, however, it is unclear whether multisensory co-occurring changes can purely facilitate early sensory change detection reciprocally across modalities. We adopted a tactile task involving the reading of Braille patterns as a neutral ignore condition, while measuring magnetoencephalographic responses to concurrent audiovisual stimuli that were infrequently deviated either in auditory, visual, or audiovisual dimensions; 1000-Hz standard tones were switched to 1050-Hz deviant tones and/or two-by-two standard check patterns displayed on both sides of visual fields were switched to deviant reversed patterns. The check patterns were set to be faint enough so that the reversals could be easily ignored even during Braille reading. While visual MMFs were virtually undetectable even for visual and audiovisual deviants, significant auditory MMFs were observed for auditory and audiovisual deviants, originating from bilateral supratemporal auditory areas. Notably, auditory MMFs were significantly enhanced for audiovisual deviants from about 100 ms post-stimulus, as compared with the summation responses for auditory and visual deviants or for each of the unisensory deviants recorded in separate sessions. Evidenced by high tactile task performance with unawareness of visual changes, we conclude that Braille reading can successfully suppress explicit attention and that simultaneous multisensory changes can

Non-conscious processes in changing health-related behaviour: a conceptual analysis and framework.

PubMed

Hollands, Gareth J; Marteau, Theresa M; Fletcher, Paul C

2016-12-01

Much of the global burden of non-communicable disease is caused by unhealthy behaviours that individuals enact even when informed of their health-harming consequences. A key insight is that these behaviours are not predominantly driven by deliberative conscious decisions, but occur directly in response to environmental cues and without necessary representation of their consequences. Consequently, interventions that target non-conscious rather than conscious processes to change health behaviour may have significant potential, but this important premise remains largely untested. This is in part due to the lack of a practicable conceptual framework that can be applied to better describe and assess these interventions. We propose a framework for describing or categorising interventions to change health behaviour by the degree to which their effects may be considered non-conscious. Potential practical issues with applying such a framework are discussed, as are the implications for further research to inform the testing and development of interventions. A pragmatic means of conceptualising interventions targeted at non-conscious processes is a necessary prelude to testing the potency of such interventions. This can ultimately inform the development of interventions with the potential to shape healthier behaviours across populations.

Non-conscious processes in changing health-related behaviour: a conceptual analysis and framework

PubMed Central

Hollands, Gareth J.; Marteau, Theresa M.; Fletcher, Paul C.

2016-01-01

ABSTRACT Much of the global burden of non-communicable disease is caused by unhealthy behaviours that individuals enact even when informed of their health-harming consequences. A key insight is that these behaviours are not predominantly driven by deliberative conscious decisions, but occur directly in response to environmental cues and without necessary representation of their consequences. Consequently, interventions that target non-conscious rather than conscious processes to change health behaviour may have significant potential, but this important premise remains largely untested. This is in part due to the lack of a practicable conceptual framework that can be applied to better describe and assess these interventions. We propose a framework for describing or categorising interventions to change health behaviour by the degree to which their effects may be considered non-conscious. Potential practical issues with applying such a framework are discussed, as are the implications for further research to inform the testing and development of interventions. A pragmatic means of conceptualising interventions targeted at non-conscious processes is a necessary prelude to testing the potency of such interventions. This can ultimately inform the development of interventions with the potential to shape healthier behaviours across populations. PMID:26745243

Measurement and monitoring of safety: impact and challenges of putting a conceptual framework into practice.

PubMed

Chatburn, Eleanor; Macrae, Carl; Carthey, Jane; Vincent, Charles

2018-03-06

The Measurement and Monitoring of Safety Framework provides a conceptual model to guide organisations in assessing safety. The Health Foundation funded a large-scale programme to assess the value and impact of applying the Framework in regional and frontline care settings. We explored the experiences and reflections of key participants in the programme. The study was conducted in the nine healthcare organisations in England and Scotland testing the Framework (three regional improvement bodies, six frontline settings). Post hoc interviews with clinical and managerial staff were analysed using template analysis. Participants reported that the Framework promoted a substantial shift in their thinking about how safety is actively managed in their environment. It provided a common language, facilitated a more inquisitive approach and encouraged a more holistic view of the components of safety. These changes in conceptual understanding, however, did not always translate into broader changes in practice, with many sites only addressing some aspects of the Framework. One of the three regions did embrace the Framework in its entirety and achieved wider impact with a range of interventions. This region had committed leaders who took time to fully understand the concepts, who maintained a flexible approach to exploring the utility of the Framework and who worked with frontline staff to translate the concepts for local settings. The Measuring and Monitoring of Safety Framework has the potential to support a broader and richer approach to organisational safety. Such a conceptually based initiative requires both committed leaders who themselves understand the concepts and more time to establish understanding and aims than might be needed in a standard improvement programme. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted.

Physician perceptions of primary prevention: qualitative base for the conceptual shaping of a practice intervention tool

PubMed Central

Mirand, Amy L; Beehler, Gregory P; Kuo, Christina L; Mahoney, Martin C

2002-01-01

Background A practice intervention must have its basis in an understanding of the physician and practice to secure its benefit and relevancy. We used a formative process to characterize primary care physician attitudes, needs, and practice obstacles regarding primary prevention. The characterization will provide the conceptual framework for the development of a practice tool to facilitate routine delivery of primary preventive care. Methods A focus group of primary care physician Opinion Leaders was audio-taped, transcribed, and qualitatively analyzed to identify emergent themes that described physicians' perceptions of prevention in daily practice. Results The conceptual worth of primary prevention, including behavioral counseling, was high, but its practice was significantly countered by the predominant clinical emphasis on and rewards for secondary care. In addition, lack of health behavior training, perceived low self-efficacy, and patient resistance to change were key deterrents to primary prevention delivery. Also, the preventive focus in primary care is not on cancer, but on predominant chronic nonmalignant conditions. Conclusions The success of the future practice tool will be largely dependent on its ability to "fit" primary prevention into the clinical culture of diagnoses and treatment sustained by physicians, patients, and payers. The tool's message output must be formatted to facilitate physician delivery of patient-tailored behavioral counseling in an accurate, confident, and efficacious manner. Also, the tool's health behavior messages should be behavior-specific, not disease-specific, to draw on shared risk behaviors of numerous diseases and increase the likelihood of perceived salience and utility of the tool in primary care. PMID:12204096

Competition and facilitation may lead to asymmetric range shift dynamics with climate change.

PubMed

Ettinger, Ailene; HilleRisLambers, Janneke

2017-09-01

Forecasts of widespread range shifts with climate change stem from assumptions that climate drives species' distributions. However, local adaptation and biotic interactions also influence range limits and thus may impact range shifts. Despite the potential importance of these factors, few studies have directly tested their effects on performance at range limits. We address how population-level variation and biotic interactions may affect range shifts by transplanting seeds and seedlings of western North American conifers of different origin populations into different competitive neighborhoods within and beyond their elevational ranges and monitoring their performance. We find evidence that competition with neighboring trees limits performance within current ranges, but that interactions between adults and juveniles switch from competitive to facilitative at upper range limits. Local adaptation had weaker effects on performance that did not predictably vary with range position or seed origin. Our findings suggest that competitive interactions may slow species turnover within forests at lower range limits, whereas facilitative interactions may accelerate the pace of tree expansions upward near timberline. © 2017 John Wiley & Sons Ltd.

Barriers and Facilitators to Healthy Lifestyle Changes in Minority Ethnic Populations in the UK: a Narrative Review.

PubMed

Patel, Naina; Ferrer, Harriet Batista; Tyrer, Freya; Wray, Paula; Farooqi, Azhar; Davies, Melanie J; Khunti, Kamlesh

2017-12-01

Minority ethnic populations experience a disproportionate burden of health inequalities compared with the rest of the population, including an increased risk of type 2 diabetes (T2DM). The purpose of this narrative review was to explore knowledge and attitudes around diabetes, physical activity and diet and identify barriers and facilitators to healthy lifestyle changes in minority ethnic populations in the UK. The narrative review focused on three key research topics in relation to barriers and facilitators to healthy lifestyle changes in minority adult ethnic populations: (i) knowledge and attitudes about diabetes risk; (ii) current behaviours and knowledge about physical activity and diet; and (iii) barriers and facilitators to living a healthier lifestyle. Nearly all of the studies that we identified reported on South Asian minority ethnic populations; we found very few studies on other minority ethnic populations. Among South Asian communities, there was generally a good understanding of diabetes and its associated risk factors. However, knowledge about the levels of physical activity required to gain health benefits was relatively poor and eating patterns varied. Barriers to healthy lifestyle changes identified included language barriers, prioritising work over physical activity to provide for the family, cultural barriers with regard to serving and eating traditional food, different perceptions of a healthy body weight and fear of racial harassment or abuse when exercising. Additional barriers for South Asian women included expectations to remain in the home, fear for personal safety, lack of same gender venues and concerns over the acceptability of wearing 'western' exercise clothing. Facilitators included concern that weight gain might compromise family/carer responsibilities, desire to be healthy, T2DM diagnosis and exercise classes held in 'safe' environments such as places of worship. Our findings suggest that South Asian communities are less likely to

Effects of Node-Link Mapping on Non-Science Majors' Meaningful Learning and Conceptual Change in a Life-Science Survey Lecture Course

ERIC Educational Resources Information Center

Park-Martinez, Jayne Irene

2011-01-01

The purpose of this study was to assess the effects of node-link mapping on students' meaningful learning and conceptual change in a 1-semester introductory life-science course. This study used node-link mapping to integrate and apply the National Research Council's (NRC, 2005) three principles of human learning: engaging students' prior…

Barriers and Facilitators to Adoption of Genomic Services for Colorectal Care within the Veterans Health Administration.

PubMed

Sperber, Nina R; Andrews, Sara M; Voils, Corrine I; Green, Gregory L; Provenzale, Dawn; Knight, Sara

2016-04-28

We examined facilitators and barriers to adoption of genomic services for colorectal care, one of the first genomic medicine applications, within the Veterans Health Administration to shed light on areas for practice change. We conducted semi-structured interviews with 58 clinicians to understand use of the following genomic services for colorectal care: family health history documentation, molecular and genetic testing, and genetic counseling. Data collection and analysis were informed by two conceptual frameworks, the Greenhalgh Diffusion of Innovation and Andersen Behavioral Model, to allow for concurrent examination of both access and innovation factors. Specialists were more likely than primary care clinicians to obtain family history to investigate hereditary colorectal cancer (CRC), but with limited detail; clinicians suggested templates to facilitate retrieval and documentation of family history according to guidelines. Clinicians identified advantage of molecular tumor analysis prior to genetic testing, but tumor testing was infrequently used due to perceived low disease burden. Support from genetic counselors was regarded as facilitative for considering hereditary basis of CRC diagnosis, but there was variability in awareness of and access to this expertise. Our data suggest the need for tools and policies to establish and disseminate well-defined processes for accessing services and adhering to guidelines.

Training rural practitioners to use buprenorphine; using The Change Book to facilitate technology transfer.

PubMed

McCarty, Dennis; Rieckmann, Traci; Green, Carla; Gallon, Steve; Knudsen, Jeff

2004-04-01

The Opiate Medication Initiative for Rural Oregon Residents trained physicians and counselors in Central and Southwestern Oregon to use buprenorphine and develop service models that supported patient participation in drug abuse counseling. The Change Book from Addiction Technology Transfer Centers was used to structure the change process. Fifty-one individuals (17 physicians, 4 pharmacists, 2 nurse practitioners, and 28 drug abuse counselors and administrators) from seven counties completed the training and contributed to the development of community treatment protocols. A pre-post measure of attitudes and beliefs toward the use of buprenorphine suggested significant improvements in attitude after training, especially among counselors. Eight months after training, 10 of 17 physicians trained had received waivers to use buprenorphine and 29 patients were in treatment with six of the physicians. The Change Book facilitated development of county change teams and structured the planning efforts. The initiative also demonstrated the potential to concurrently train physicians, pharmacists, and counselors on the use of buprenorphine.

Facilitating behavioral learning and habit change in voice therapy--theoretic premises and practical strategies.

PubMed

Iwarsson, Jenny

2015-12-01

A typical goal of voice therapy is a behavioral change in the patient's everyday speech. The SLP's plan for voice therapy should therefore optimally include strategies for automatization. The aim of the present study was to identify and describe factors that promote behavioral learning and habit change in voice behavior and have the potential to affect patient compliance and thus therapy outcome. Research literature from the areas of motor and behavioral learning, habit formation, and habit change was consulted. Also, specific elements from personal experience of clinical voice therapy are described and discussed from a learning theory perspective. Nine factors that seem to be relevant to facilitate behavioral learning and habit change in voice therapy are presented, together with related practical strategies and theoretical underpinnings. These are: 1) Cue-altering; 2) Attention exercises; 3) Repetition; 4) Cognitive activation; 5) Negative practice; 6) Inhibition through interruption; 7) Decomposing complex behavior; 8) The 'each time-every time' principle; and 9) Successive implementation of automaticity.

The picture superiority effect in conceptual implicit memory: a conceptual distinctiveness hypothesis.

PubMed

Hamilton, Maryellen; Geraci, Lisa

2006-01-01

According to leading theories, the picture superiority effect is driven by conceptual processing, yet this effect has been difficult to obtain using conceptual implicit memory tests. We hypothesized that the picture superiority effect results from conceptual processing of a picture's distinctive features rather than a picture's semantic features. To test this hypothesis, we used 2 conceptual implicit general knowledge tests; one cued conceptually distinctive features (e.g., "What animal has large eyes?") and the other cued semantic features (e.g., "What animal is the figurehead of Tootsie Roll?"). Results showed a picture superiority effect only on the conceptual test using distinctive cues, supporting our hypothesis that this effect is mediated by conceptual processing of a picture's distinctive features.

Equine-facilitated psychotherapy for at-risk adolescents: the influence on self-image, self-control and trust.

PubMed

Bachi, Keren; Terkel, Joseph; Teichman, Meir

2012-04-01

This article describes the theoretical-conceptual frame of equine-facilitated psychotherapy (EFP) for adolescents at-risk, the unique components of this intervention, and its implementation in an evaluation study. The study was conducted at a residential treatment facility for adolescents at-risk. We examined the outcomes of EFP on self-image, self-control, trust and general life satisfaction. Fourteen resident adolescents comprised the treatment group, and were compared with a matched group of 15 residents who did not receive EFP (control). The treatment comprised a weekly individual EFP session over a period of seven months. The study found a trend of positive change in all four research parameters within the treatment group. Additional indications of the intervention's positive influence were also found and are discussed.

Effects of an Intellectually Caring Model on Urban African American Alternative High School Students' Conceptual Change and Achievement in Chemistry

ERIC Educational Resources Information Center

Wood, Lynda C.; Ebenezer, Jazlin; Boone, Relena

2013-01-01

The purpose of this article is to study the effects of an intellectually caring model of teaching and learning on alternative African American high school students' conceptual change and achievement in a chemistry unit on acids and bases. A mixed-methods approach using retrospective data was utilized. Data secured from the teacher were the…

Changing Teachers' Conceptualizations of Teaching for Citizenship in a Globalized World

ERIC Educational Resources Information Center

Duty, Lisa Marie

2010-01-01

This study contributes to the broader scholarly discussion on global citizenship education by having examined and documented an inquiry into three "particular" secondary social studies teachers' initial conceptualizations of teaching for citizenship, reporting on the evolution of their constructions through the negotiation of tensions, and…

Conceptual Frameworks for the Workplace Change Adoption Process: Elements Integration from Decision Making and Learning Cycle Process.

PubMed

Radin Umar, Radin Zaid; Sommerich, Carolyn M; Lavender, Steve A; Sanders, Elizabeth; Evans, Kevin D

2018-05-14

Sound workplace ergonomics and safety-related interventions may be resisted by employees, and this may be detrimental to multiple stakeholders. Understanding fundamental aspects of decision making, behavioral change, and learning cycles may provide insights into pathways influencing employees' acceptance of interventions. This manuscript reviews published literature on thinking processes and other topics relevant to decision making and incorporates the findings into two new conceptual frameworks of the workplace change adoption process. Such frameworks are useful for thinking about adoption in different ways and testing changes to traditional intervention implementation processes. Moving forward, it is recommended that future research focuses on systematic exploration of implementation process activities that integrate principles from the research literature on sensemaking, decision making, and learning processes. Such exploration may provide the groundwork for development of specific implementation strategies that are theoretically grounded and provide a revised understanding of how successful intervention adoption processes work.

Delivering Integrated Services. Models for Facilitating Change in Small and Mid-Sized Firms. Business Assistance Tools.

ERIC Educational Resources Information Center

Mitchell, Stephen M.

This guide draws on case studies to identify lessons for small and midsized firms who wish to improve the quality of their services and facilitate change. Following an introduction, section 2 describes the context in which the research was undertaken after a needs analysis was conducted of small and midsized businesses and service providers, and…

Remediation in Practicing Physicians: Current and Alternative Conceptualizations.

PubMed

Bourgeois-Law, Gisèle; Teunissen, Pim W; Regehr, Glenn

2018-04-24

Suboptimal performance in practicing physicians is a decades-old problem. The lack of a universally accepted definition of remediation, the paucity of research on best remediation practices, and the ongoing controversy regarding the institutional responsibility for enacting and overseeing this activity suggests that the remediation of physicians is not merely a difficult problem to solve, but a problem that the community does not grapple with meaningfully. Undoubtedly, logistical and political considerations contribute to this state of affairs; however, other underlying conceptual issues may also play a role in the medical profession's difficulties in engaging with the challenges around remediation.Through a review of the medical education and other literatures, the authors examined current conceptualizations of both remediation itself and the individual being remediated, as well as how the culture of medicine influences these conceptions. The authors explored how conceptualizations of remediation and the surrounding culture might affect not only the medical community's ability to support, but also its willingness to engage with physicians in need of remediation.Viewing remediation as a means of supporting practice change-rather than as a means of redressing gaps in knowledge and skill-might be a useful alternative conceptualization, providing a good place to start exploring new avenues of research. However, moving forward will require more than simply a reconceptualizion of remediation; it will also necessitate a change in how the community views its struggling members and a change in the medical culture that currently positions professional autonomy as the foundational premise for individual practice improvement.

Yoga as Coping: A Conceptual Framework for Meaningful Participation in Yoga.

PubMed

Crowe, Brandi M; Van Puymbroeck, Marieke; Schmid, Arlene A

2016-07-27

Yoga facilitates relaxation and connection of mind, body, and spirit through the use of breathing, meditation, and physical postures. Participation in yoga has been extensively linked to decreased stress, and as a result, is considered a therapeutic intervention by many. However, few theories exist that explain the link between yoga participation and improved psychosocial wellbeing. The leisure-stress coping conceptual framework suggests that through participation in leisure, an individual can decrease stress while concurrently restoring and building up sustainable mental and physical capacities. Three types of leisure coping strategies exist: palliative coping, mood enhancement, and companionship. The purpose of this article is to propose the leisure-stress coping conceptual framework as a model for explaining benefits received from yoga participation via leisure coping strategies, which may explain or support improved ability to manage stress.

Yoga as Coping: A Conceptual Framework for Meaningful Participation in Yoga.

PubMed

Crowe, Brandi M; Van Puymbroeck, Marieke; Schmid, Arlene A

2016-01-01

Yoga facilitates relaxation and connection of mind, body, and spirit through the use of breathing, meditation, and physical postures. Participation in yoga has been extensively linked to decreased stress, and as a result, is considered a therapeutic intervention by many. However, few theories exist that explain the link between yoga participation and improved psychosocial wellbeing. The leisure-stress coping conceptual framework suggests that through participation in leisure, an individual can decrease stress while concurrently restoring and building up sustainable mental and physical capacities. Three types of leisure coping strategies exist: palliative coping, mood enhancement, and companionship. The purpose of this article is to propose the leisure-stress coping conceptual framework as a model for explaining benefits received from yoga participation via leisure coping strategies, which may explain or support improved ability to manage stress.

[Public health conceptual models and paradigms].

PubMed

Hernández-Girón, Carlos; Orozco-Núñez, Emanuel; Arredondo-López, Armando

2012-01-01

The epidemiological transition model proposed by Omhran at the beginning of the 1970s (decreased fecundity rate and increased life expectancy), together with modifications in lifestyles and diet, showed increased mortality due to chronically degenerative causes. This essay thus discusses and makes a comparative analysis of some currents of thought, taking as its common thread an analysis of epidemiological change identified in different eras or stages and relationships with some public health models or conceptual frameworks. Discussing public health paradigms leads to a historical recapitulation of conceptual models ranging from magical-religious conceptions to ecological and socio-medical models. M. Susser proposed 3 eras in this discipline's evolution in his speech on the future of the epidemiology. The epidemiological changes analysed through different approaches constitute elements of analysis that all models discussed in this essay include to delimit the contributions and variables so determining them.

Conceptualizing In-service Secondary School Science Teachers' Knowledge Base for Promoting Understanding about the Science of Global Climate Change

NASA Astrophysics Data System (ADS)

Bhattacharya, Devarati

Efforts to adapt and mitigate the effects of global climate change (GCC) have been ongoing for the past two decades and have become a major global concern. However, research and practice for promoting climate literacy and understanding about GCC have only recently become a national priority. The National Research Council (NRC), has recently emphasized upon the importance of developing learners' capacity of reasoning, their argumentation skills and understanding of GCC (Framework for K-12 Science Education, National Research Council, 2012). This framework focuses on fostering conceptual clarity about GCC to promote innovation, resilience, and readiness in students as a response towards the threat of a changing environment. Previous research about teacher understanding of GCC describes that in spite of the prevalent frameworks like the AAAS Science Literacy Atlas (AAAS, 2007) and the Essential Principles for Climate Literacy (United States Global Climate Research Program, 2009; Bardsley, 2007), most learners are challenged in understanding the science of GCC (Michail et al., 2007) and misinformed perceptions about basic climate science content and the role of human activities in changing climate remain persistent (Reibich and Gautier, 2006). Our teacher participants had a rather simplistic knowledge structure. While aware of climate change, teacher participants lacked in depth understanding of how change in climate can impact various ecosystems on the Earth. Furthermore, they felt overwhelmed with the extensive amount of information needed to comprehend the complexity in GCC. Hence, extensive efforts not only focused on assessing conceptual understanding of GCC but also for teaching complex science topics like GCC are essential. This dissertation explains concept mapping, and the photo elicitation method for assessing teachers' understanding of GCC and the use of metacognitive scaffolding in instruction of GCC for developing competence of learners in this complex

Going beyond the identification of change facilitators to effectively implement a new model of services: lessons learned from a case example in paediatric rehabilitation.

PubMed

Camden, Chantal; Swaine, Bonnie; Tétreault, Sylvie; Carrière, Monique

2011-01-01

To identify facilitators and barriers to service reorganization, how they evolved and interacted to influence change during the implementation of a new service delivery model of paediatric rehabilitation. Over 3 years, different stakeholders responded to SWOT questionnaires (n = 139) and participated in focus groups (n = 19) and telephone interviews (n = 13). A framework based on socio constructivist theories made sense of the data. Facilitators related to the programme's structure (e.g. funding), the actors (e.g. willingness to test the new service model) and the change management process (e.g. participative approach). Some initial facilitators became barriers (e.g. leadership lacked at the end), while other barriers emerged (e.g. lack of tools). Understanding factor interactions requires examining the multiple actors' intentions, actions and consequences and their relations with structural elements. Analysing facilitators and barriers helped better understand the change processes, but this must be followed by concrete actions to successfully implement new paediatric rehabilitation models.

The Effectiveness of Conflict Maps and the V-Shape Teaching Method in Science Conceptual Change among Eighth-Grade Students in Jordan

ERIC Educational Resources Information Center

Bawaneh, Ali Khalid Ali; Zain, Ahmad Nurulazam Md; Ghazali, Munirah

2010-01-01

The purpose of the present study is to investigate the effectiveness of Conflict Maps and the V-Shape method as teaching methods in bringing about conceptual change in science among primary eighth-grade students in Jordan. A randomly selected sample (N = 63) from the Bani Kenana region North of Jordan was randomly assigned to the two teaching…

What Is the Core Fear in Social Phobia? A New Model to Facilitate Individualized Case Conceptualization and Treatment

ERIC Educational Resources Information Center

Moscovitch, David A.

2009-01-01

What, exactly, do individuals with social phobia fear? Whereas fear of anxiety-related bodily sensations characterizes and defines panic disorder, is there a fundamental focus of anxiety that unifies individuals under the diagnostic category of social phobia? Current conceptualizations of social phobia suggest several possible candidates,…

Conceptual Coordination Bridges Information Processing and Neurophysiology

NASA Technical Reports Server (NTRS)

Clancey, William J.; Norrig, Peter (Technical Monitor)

2000-01-01

Information processing theories of memory and skills can be reformulated in terms of how categories are physically and temporally related, a process called conceptual coordination. Dreaming can then be understood as a story understanding process in which two mechanisms found in everyday comprehension are missing: conceiving sequences (chunking categories in time as a categorization) and coordinating across modalities (e.g., relating the sound of a word and the image of its meaning). On this basis, we can readily identify isomorphisms between dream phenomenology and neurophysiology, and explain the function of dreaming as facilitating future coordination of sequential, cross-modal categorization (i.e., REM sleep lowers activation thresholds, "unlearning").

Concepts in Change

NASA Astrophysics Data System (ADS)

Rusanen, Anna-Mari; Pöyhönen, Samuli

2013-06-01

In this article we focus on the concept of concept in conceptual change. We argue that (1) theories of higher learning must often employ two different notions of concept that should not be conflated: psychological and scientific concepts. The usages for these two notions are partly distinct and thus straightforward identification between them is unwarranted. Hence, the strong analogy between scientific theory change and individual learning should be approached with caution. In addition, we argue that (2) research in psychology and cognitive science provides a promising theoretical basis for developing explanatory mechanistic models of conceptual change. Moreover, we argue that (3) arguments against deeper integration between the fields of psychology and conceptual change are not convincing, and that recent theoretical developments in the cognitive sciences might prove indispensable in filling in the details in mechanisms of conceptual change.

Concepts of a Higher Hierarchical Level Require More Dual Situated Learning Events for Conceptual Change: A Study of Air Pressure and Buoyancy.

ERIC Educational Resources Information Center

She, Hsiao-Ching

2002-01-01

Examines the process of students' conceptual changes with regard to air pressure and buoyancy as a result of teaching with the dual situated learning model. Uses a model designed according to the students' ontological viewpoint on science concepts as well as the nature of these concepts. (Contains 40 references.) (Author/YDS)

Understanding Global Change: Frameworks and Models for Teaching Systems Thinking

NASA Astrophysics Data System (ADS)

Bean, J. R.; Mitchell, K.; Zoehfeld, K.; Oshry, A.; Menicucci, A. J.; White, L. D.; Marshall, C. R.

2017-12-01

The scientific and education communities must impart to teachers, students, and the public an understanding of how the various factors that drive climate and global change operate, and why the rates and magnitudes of these changes related to human perturbation of Earth system processes today are cause for deep concern. Even though effective educational modules explaining components of the Earth and climate system exist, interdisciplinary learning tools are necessary to conceptually link the causes and consequences of global changes. To address this issue, the Understanding Global Change Project at the University of California Museum of Paleontology (UCMP) at UC Berkeley developed an interdisciplinary framework that organizes global change topics into three categories: (1) causes of climate change, both human and non-human (e.g., burning of fossil fuels, deforestation, Earth's tilt and orbit), (2) Earth system processes that shape the way the Earth works (e.g., Earth's energy budget, water cycle), and (3) the measurable changes in the Earth system (e.g., temperature, precipitation, ocean acidification). To facilitate student learning about the Earth as a dynamic, interacting system, a website will provide visualizations of Earth system models and written descriptions of how each framework topic is conceptually linked to other components of the framework. These visualizations and textual summarizations of relationships and feedbacks in the Earth system are a unique and crucial contribution to science communication and education, informed by a team of interdisciplinary scientists and educators. The system models are also mechanisms by which scientists can communicate how their own work informs our understanding of the Earth system. Educators can provide context and relevancy for authentic datasets and concurrently can assess student understanding of the interconnectedness of global change phenomena. The UGC resources will be available through a web-based platform and

A conceptual weather-type classification procedure for the Philadelphia, Pennsylvania, area

USGS Publications Warehouse

McCabe, Gregory J.

1990-01-01

A simple method of weather-type classification, based on a conceptual model of pressure systems that pass through the Philadelphia, Pennsylvania, area, has been developed. The only inputs required for the procedure are daily mean wind direction and cloud cover, which are used to index the relative position of pressure systems and fronts to Philadelphia.Daily mean wind-direction and cloud-cover data recorded at Philadelphia, Pennsylvania, from January 1954 through August 1988 were used to categorize daily weather conditions. The conceptual weather types reflect changes in daily air and dew-point temperatures, and changes in monthly mean temperature and monthly and annual precipitation. The weather-type classification produced by using the conceptual model was similar to a classification produced by using a multivariate statistical classification procedure. Even though the conceptual weather types are derived from a small amount of data, they appear to account for the variability of daily weather patterns sufficiently to describe distinct weather conditions for use in environmental analyses of weather-sensitive processes.

Challenges in Requirements Engineering: A Research Agenda for Conceptual Modeling

NASA Astrophysics Data System (ADS)

March, Salvatore T.; Allen, Gove N.

Domains for which information systems are developed deal primarily with social constructions—conceptual objects and attributes created by human intentions and for human purposes. Information systems play an active role in these domains. They document the creation of new conceptual objects, record and ascribe values to their attributes, initiate actions within the domain, track activities performed, and infer conclusions based on the application of rules that govern how the domain is affected when socially-defined and identified causal events occur. Emerging applications of information technologies evaluate such business rules, learn from experience, and adapt to changes in the domain. Conceptual modeling grammars aimed at representing their system requirements must include conceptual objects, socially-defined events, and the rules pertaining to them. We identify challenges to conceptual modeling research and pose an ontology of the artificial as a step toward meeting them.

Smart health and innovation: facilitating health-related behaviour change.

PubMed

Redfern, J

2017-08-01

Non-communicable diseases (NCD) are the leading cause of death globally. Smart health technology and innovation is a potential strategy for increasing reach and for facilitating health behaviour change. Despite rapid growth in the availability and affordability of technology there remains a paucity of published and robust research in the area as it relates to health. The objective of the present paper is to review and provide a snapshot of a variety of contemporary examples of smart health strategies with a focus on evidence and research as it relates to prevention with a CVD management lens. In the present analysis, five examples will be discussed and they include a physician-directed strategy, consumer directed strategies, a public health approach and a screening strategy that utilises external hardware that connects to a smartphone. In conclusion, NCD have common risk factors and all have an association with nutrition and health. Smart health and innovation is evolving rapidly and may help with diagnosis, treatment and management. While on-going research, development and knowledge is needed, the growth of technology development and utilisation offers opportunities to reach more people and achieve better health outcomes at local, national and international levels.

Analogical Reasoning and Conceptual Change: A Case Study of Johannes Kepler

DTIC Science & Technology

1997-01-01

1993), Hansom (1958), Holton (1973), Kaestter (1963) . Koyre (1973), Kuhn (1957), Layer (1984), Mason (1962), Stephenson (t994a, 19946), Toulmin and...and the planets- As Toulmin and Goodfield (1961) noted : One cannot find before Kepler I{EPLER’S CONCEPTUAL CHANCE 31 any clear recognition that the

Understanding the role of the OneLove campaign in facilitating drivers of social and behavioral change in southern Africa: a qualitative evaluation.

PubMed

Jana, Michael; Letsela, Lebohang; Scheepers, Esca; Weiner, Renay

2015-01-01

In the wake of the HIV and AIDS pandemic, health communication has played an important role in social and behavior change in HIV prevention and treatment efforts. Despite this significant role, it is not always clear how health communication influences individuals and communities to facilitate social and behavior change. Guided predominantly by Lewin's theory of change in the context of complexity thinking, and supported by qualitative evidence from Soul City Institute's midterm evaluation of the OneLove multimedia campaign in 9 southern African countries, this article illustrates how carefully designed health edutainment communication materials facilitate drivers of social and behavior change. Thus, researched and theory-based health communication aimed at behavior and social change remains an important pillar in HIV prevention and treatment, where personal and social agency remain key.

Bridging the gap between what is praised and what is practiced: Supporting the work of change as anatomy and physiology instructors introduce active learning into their undergraduate classroom

NASA Astrophysics Data System (ADS)

Thorn, Patti Marie

constructs either facilitated or precluded belief development, conceptual change, and a more encompassing and sophisticated definition of active learning, and supported the emergence of an Attribution-Based Conceptual Change Schematic. The findings have significant implications for both change-desiring instructors and faculty development staff. The findings allow faculty to familiarize themselves with the obstacles and response patterns that may shape their own change experiences and allow development staff to design empirically grounded learning opportunities that may facilitate the development of beliefs about teaching and learning and promote faculty conceptual change.

Block 2 SRM conceptual design studies. Volume 1, Book 1: Conceptual design package

NASA Technical Reports Server (NTRS)

Smith, Brad; Williams, Neal; Miller, John; Ralston, Joe; Richardson, Jennifer; Moore, Walt; Doll, Dan; Maughan, Jeff; Hayes, Fred

1986-01-01

The conceptual design studies of a Block 2 Solid Rocket Motor (SRM) require the elimination of asbestos-filled insulation and was open to alternate designs, such as case changes, different propellants, modified burn rate - to improve reliability and performance. Limitations were placed on SRM changes such that the outside geometry should not impact the physical interfaces with other Space Shuttle elements and should have minimum changes to the aerodynamic and dynamic characteristics of the Space Shuttle vehicle. Previous Space Shuttle SRM experience was assessed and new design concepts combined to define a valid approach to assured flight success and economic operation of the STS. Trade studies, preliminary designs, analyses, plans, and cost estimates are documented.

The Effect of the Conceptual Change Oriented Instruction through Cooperative Learning on 4th Grade Students' Understanding of Earth and Sky Concepts

ERIC Educational Resources Information Center

Celikten, Oksan; Ipekcioglu, Sevgi; Ertepinar, Hamide; Geban, Omer

2012-01-01

The purpose of this study was to compare the effectiveness of the conceptual change oriented instruction through cooperative learning (CCICL) and traditional science instruction (TI) on 4th grade students' understanding of earth and sky concepts and their attitudes toward earth and sky concepts. In this study, 56 fourth grade students from the…

My Science Is Better than Your Science: Conceptual Change as a Goal in Teaching Science Majors Interested in Teaching Careers about Education

ERIC Educational Resources Information Center

Utter, Brian C.; Paulson, Scott A.; Almarode, John T.; Daniel, David B.

2018-01-01

We argue, based on a multi-year collaboration to develop a pedagogy course for physics majors by experts in physics, education, and the science of learning, that the process of teaching science majors about education and the science of learning, and evidence-based teaching methods in particular, requires conceptual change analogous to that…

A conceptual framework to assess effectiveness in wheelchair provision.

PubMed

Kamaraj, Deepan C; Bray, Nathan; Rispin, Karen; Kankipati, Padmaja; Pearlman, Jonathan; Borg, Johan

2017-01-01

Currently, inadequate wheelchair provision has forced many people with disabilities to be trapped in a cycle of poverty and deprivation, limiting their ability to access education, work and social facilities. This issue is in part because of the lack of collaboration among various stakeholders who need to work together to design, manufacture and deliver such assistive mobility devices. This in turn has led to inadequate evidence about intervention effectiveness, disability prevalence and subsequent costeffectiveness that would help facilitate appropriate provision and support for people with disabilities. In this paper, we describe a novel conceptual framework that can be tested across the globe to study and evaluate the effectiveness of wheelchair provision. The Comparative Effectiveness Research Subcommittee (CER-SC), consisting of the authors of this article, housed within the Evidence-Based Practice Working Group (EBP-WG) of the International Society of Wheelchair Professionals (ISWP), conducted a scoping review of scientific literature and standard practices used during wheelchair service provision. The literature review was followed by a series of discussion groups. The three iterations of the conceptual framework are described in this manuscript. We believe that adoption of this conceptual framework could have broad applications in wheelchair provision globally to develop evidence-based practices. Such a perspective will help in the comparison of different strategies employed in wheelchair provision and further improve clinical guidelines. Further work is being conducted to test the efficacy of this conceptual framework to evaluate effectiveness of wheelchair service provision in various settings across the globe.

A conceptual framework to assess effectiveness in wheelchair provision

PubMed Central

Kankipati, Padmaja

2017-01-01

Background Currently, inadequate wheelchair provision has forced many people with disabilities to be trapped in a cycle of poverty and deprivation, limiting their ability to access education, work and social facilities. This issue is in part because of the lack of collaboration among various stakeholders who need to work together to design, manufacture and deliver such assistive mobility devices. This in turn has led to inadequate evidence about intervention effectiveness, disability prevalence and subsequent costeffectiveness that would help facilitate appropriate provision and support for people with disabilities. Objectives In this paper, we describe a novel conceptual framework that can be tested across the globe to study and evaluate the effectiveness of wheelchair provision. Method The Comparative Effectiveness Research Subcommittee (CER-SC), consisting of the authors of this article, housed within the Evidence-Based Practice Working Group (EBP-WG) of the International Society of Wheelchair Professionals (ISWP), conducted a scoping review of scientific literature and standard practices used during wheelchair service provision. The literature review was followed by a series of discussion groups. Results The three iterations of the conceptual framework are described in this manuscript. Conclusion We believe that adoption of this conceptual framework could have broad applications in wheelchair provision globally to develop evidence-based practices. Such a perspective will help in the comparison of different strategies employed in wheelchair provision and further improve clinical guidelines. Further work is being conducted to test the efficacy of this conceptual framework to evaluate effectiveness of wheelchair service provision in various settings across the globe. PMID:28936421

Explicit argumentation instruction to facilitate conceptual understanding and argumentation skills