Although the benefits of addressing cognitive, social and affective aspects of learning in order to support conceptual change have been discussed in the literature, there are few studies of such interventions in the normal classroom. This study used a multidimensional conceptual change framework in order to teach five biology and physics topics over one year to two classes, one from Grade 9 and one in Grade 10. Pre- and post-tests were administered to determine the degree of conceptual change. Results were compared with those from teaching comparison classes using more traditional methods. Interviews were conducted with students at various points throughout the year to determine their perceptions of the learning framework. Significant posit...
This paper addresses the question of how teachers can support and facilitate conceptual change in st...
Abstract: In order to guide the design and assessment of successful intentional conceptual change at...
Learners correlate their acquired knowledge with their daily life and construct their naive concept....
Although the benefits of addressing cognitive, social and affective aspects of learning in order to ...
© Springer Science+Business Media B.V. 2012. Conceptual change perspectives of teaching and learning...
In this chapter, we review the literature about teaching science for conceptual change. First, we di...
This study investigated how a multi-dimensional conceptual change strategy, called the Thinking Fram...
ABSTRACT: The purpose of this research was to study primary science students' conceptual develo...
The purpose of this Special Issue is to contribute toward our understanding of instructional context...
For more than thirty years, research on conceptual change has provided detailed descriptions and exp...
Students often enter introductory courses lacking a consistent conceptual framework about natural sc...
Although there have been many investigations of the social, motivational, and emotional aspects of c...
Many middle school curricula today need supplemental lessons to really encourage the kind of critica...
We argue that science education designed to promote conceptual change can play an important role in ...
Abstract: This study investigated motivational factors that are related to students ’ engaging in le...
This paper addresses the question of how teachers can support and facilitate conceptual change in st...
Abstract: In order to guide the design and assessment of successful intentional conceptual change at...
Learners correlate their acquired knowledge with their daily life and construct their naive concept....
Although the benefits of addressing cognitive, social and affective aspects of learning in order to ...
© Springer Science+Business Media B.V. 2012. Conceptual change perspectives of teaching and learning...
In this chapter, we review the literature about teaching science for conceptual change. First, we di...
This study investigated how a multi-dimensional conceptual change strategy, called the Thinking Fram...
ABSTRACT: The purpose of this research was to study primary science students' conceptual develo...
The purpose of this Special Issue is to contribute toward our understanding of instructional context...
For more than thirty years, research on conceptual change has provided detailed descriptions and exp...
Students often enter introductory courses lacking a consistent conceptual framework about natural sc...
Although there have been many investigations of the social, motivational, and emotional aspects of c...
Many middle school curricula today need supplemental lessons to really encourage the kind of critica...
We argue that science education designed to promote conceptual change can play an important role in ...
Abstract: This study investigated motivational factors that are related to students ’ engaging in le...
This paper addresses the question of how teachers can support and facilitate conceptual change in st...
Abstract: In order to guide the design and assessment of successful intentional conceptual change at...
Learners correlate their acquired knowledge with their daily life and construct their naive concept....