Conceptual Change in Science Teaching and Learning: Introducing the Dynamic Model of Conceptual Change
https://doi.org/10.17583/ijep.2018.3349
Keywords:
Abstract
Conceptual change can be a challenging process, particularly in science education where many of the concepts are complex, controversial, or counter-intuitive. Yet, conceptual change is fundamental to science learning, which suggests science educators and science education researchers need models to effectively address and investigate conceptual change. Consideration of the current research and extant models of conceptual change reflect a need for a holistic, comprehensive, and dynamic model of conceptual change. In response, we developed the Dynamic Model of Conceptual Change (DMCC), which uses multiple lines of research that explore the variables influencing conceptual change and the dynamic interactions that take place during the conceptual change process in science teaching and learning. Unique to the DMCC is the potential for iterations, regression, enter and exit points at various stages of the conceptual change process, and the influences of message recognition, message engagement and processing, and the nature of the resulting conceptual change. The DMCC contains elements from extant models along with previously un-emphasized influential conceptual change variables such as culture, society, attitude, practices, and personal epistemology. We constructed the DMCC to provide science educators and researchers a more holistic framework for exploring conceptual change in science instruction and learning.
Downloads
References
Authors (2010)
Google Scholar CrossrefAuthors (2010)
Google Scholar CrossrefAuthors (2010)
Google Scholar CrossrefAuthors (2010)
Google Scholar CrossrefAuthors (2011)
Google Scholar CrossrefAuthors (2011)
Google Scholar CrossrefAuthors (2013)
Google Scholar CrossrefAuthors (2013)
Google Scholar CrossrefAuthors (2013)
Google Scholar CrossrefAuthors (2014)
Google Scholar CrossrefAuthors (2015)
Google Scholar CrossrefAuthors (2015)
Google Scholar CrossrefAuthors (2016)
Google Scholar CrossrefAuthors (2016)
Google Scholar CrossrefAuthors (in press)
Google Scholar CrossrefAriasi, N., & Mason, L. (2014). From covert processes to overt outcomes of refutation text reading: The interplay of science text structure and working memory capacity through eye fixations. International Journal of Science and Mathematics Education, 12(3), 493-523.
Google Scholar CrossrefBeeth, M. E. (1993). Classroom environment and conceptual change instruction. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Atlanta, GA.
Google Scholar CrossrefBeeth, M. E., & Hewson, P. W. (1999). Learning goals in an exemplary science teacher's practice: Cognitive and social factors in teaching for conceptual change. Science Education, 83(6), 738-760.
Google Scholar CrossrefBell P., & Linn, M. C., (2002). Beliefs about science: How does science instruction contribute? In B. K. Hofer & P.R. Pintrich (Eds.), Personal Epistemology: The psychology of beliefs about knowledge and knowing, 321-346. Mahwah, NJ: Lawrence Erlbaum Associates.
Google Scholar CrossrefBrehmer, B. (1992). Dynamic decision making: Human control of complex systems. Acta psychologica, 81(3), 211-241.
Google Scholar CrossrefBrown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
Google Scholar CrossrefBrown, T. D., & Vescovi, J. D. (2012). Maximum speed: Misconceptions of sprinting. Strength & Conditioning Journal, 34(2), 37-41.
Google Scholar CrossrefCarey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
Google Scholar CrossrefChi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation and categorical shift. In S.Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61–82). Hillsdale, NJ: Erlbaum.
Google Scholar CrossrefConley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Change in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29, 186-204.
Google Scholar CrossrefCosta, V. B. (1995). When science is “another world”: Relationships between worlds of family, friends, school, and science. Science Education, 79(3), 313-333.
Google Scholar CrossrefDiSessa, A. A. (1993). Toward an epistemology of physics. Cognition and instruction, 10(2-3), 105-225.
Google Scholar CrossrefDole, J.A., & Sinatra, G.M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33, 109.
Google Scholar CrossrefDuckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT–S). Journal of Personality Assessment, 91(2), 166-174.
Google Scholar CrossrefFinn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.) Handbook of research on student engagement, pp. 97-131. New York: Springer.
Google Scholar CrossrefFredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.
Google Scholar CrossrefGarrison, J. W., & Bentley, M. L. (1990). Science education, conceptual change and breaking with everyday experience. Studies in Philosophy and Education, 10(1), 19-35.
Google Scholar CrossrefGay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106-116.
Google Scholar CrossrefGregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teachers’ cognition and appraisal processes during conceptual change. Educational Psychology Review, 15, 147-180.
Google Scholar CrossrefGreene, B. A., Miller, R. B., Crowson, M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students’ cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462–482.
Google Scholar CrossrefKelly, G. J., & Green, J. (1998). The social nature of knowing: toward a sociocultural perspective on conceptual change and knowledge construction. In B. Guzzetti, & C. Hynd, Perspectives on conceptual change (pp. 145–182). Mahwah, NJ: Lawrence Erlbaum Associates.
Google Scholar CrossrefHardy, K. R. (1957). Determinants of conformity and attitude change. The Journal of Abnormal and Social Psychology, 54(3), 289.
Google Scholar CrossrefHewson, P. W., & Thorley, N. R. (1989). The conditions of conceptual change in the classroom. International Journal of Science Education, 11(5), 541-553.
Google Scholar CrossrefHofer, B. K. (2000). Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 378-405.
Google Scholar CrossrefHofer, B. K., & Pintritch, P. R. (1997). The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, 88-140. Doi:10.3102/00346543067001088.
Google Scholar CrossrefHynd, C. (2003). Conceptual change in response to persuasive messages. In G. M. Sinatra & P.
Google Scholar CrossrefR. Pintrich (Eds.), Intentional conceptual change (pp. 1-18). Mahwah, NJ: Lawrence Erlbaum Associates.
Google Scholar CrossrefHynd, C. (2001). Refutational texts and the change process. International Journal of Educational Research, 35, 699-714.
Google Scholar CrossrefHynd, C., Alvermann, D., & Qian, G. (1997). Preservice elementary school teachers' conceptual change about projectile motion: Refutation text, demonstration, affective factors, and relevance. Science Education, 81(1), 1-27.
Google Scholar CrossrefJones, M. G., Howe, A., & Rua, M. J. (2000). Gender differences in students' experiences, interests, and attitudes toward science and scientists. Science education, 84(2), 180-192.
Google Scholar CrossrefKelly, G.J. & Green, J. (1998). The social nature of knowing: toward a sociocultural perspective on conceptual change and knowledge construction, in Guzzetti, B and Hynd, C. (Eds), Perspectives on conceptual change: multiple ways to understand knowing and learning in a complex world (pp. 145-182). New York, NY: Routledge.
Google Scholar CrossrefKendeou, P., Braasch, J. L., & Bråten, I. (2015). Optimizing conditions for learning: Situating refutations in epistemic cognition. The Journal of Experimental Education, 1-19.
Google Scholar CrossrefKendeou, P., & van den Broek, P. (2005). The effects of readers’ misconceptions on comprehension of scientific text. Journal of Educational Psychology, 97(2), 235-245.
Google Scholar CrossrefKendeou, P., & van den Broek, P. (2007). The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts. Memory & Cognition, 35(7), 1567-1577.
Google Scholar CrossrefKendeou, P. Walsh, E., Smith, E. R., & O’Brien, E. J. (2014). Knowledge revision processes in refutation texts. Discourse Processes, 51, 374-397.
Google Scholar CrossrefKhishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39, 551-578.
Google Scholar CrossrefKuhle, B. X., Barber, J. M., & Bristol, A. S. (2009). Predicting students' performance in introductory psychology from their psychology misconceptions. Journal of Instructional Psychology, 36(2), 119.
Google Scholar CrossrefKuhn, D., Cheney, R., & Weinstock, M. (2000). The development of epistemological understanding. Cognitive Development, 15, 309-328. Doi:10.1016/S0885-2014(00)00030-7.
Google Scholar CrossrefKuncar, H. N., & Breigheith, M. (2002). Misconceptions in mathematics. Mathematics And Mathematics Education (pp. 122-134).
Google Scholar CrossrefLaukenmann, M., Bleicher, M., Fuß, S., Gläser-Zikuda, M., Mayring, P., & von Rhöneck, C. (2003). An investigation of the influence of emotional factors on learning in physics instruction. International Journal of Science Education, 25(4), 489-507.
Google Scholar CrossrefLavigne, G. L., Vallerand, R. J., & Miquelon, P. (2007). A motivational model of persistence in science education: A self-determination theory approach. European Journal of Psychology of Education, 22(3), 351-369.
Google Scholar CrossrefLilienfeld, S. O., Lynn, S. J., Ruscio, J., & Beyerstein, B. L. (2010). 50 great myths of popular psychology: Shattering widespread misconceptions about human behavior. Chichester, England: Wiley-Blackwell.
Google Scholar CrossrefLinnenbrink, E. A., & Pintrich, P. R. (2002). The role of motivational beliefs in conceptual change. In M. Limon & L. Mason’s “Reconsidering Conceptual Change: Issues in Theory and Practice.” Kluwer Academic Publishers.
Google Scholar CrossrefLimón, M. (2002). Conceptual change in history. In M. Limón, & L. Mason (Eds.) Reconsidering conceptual change. Issues in theory and practice (pp. 259–289). Dordrecht, The Netherlands: Kluwer.Lombardi, D., & Sinatra, G. M. (2012). College students’ perceptions about the plausibility of human-induced climate change. Research in Science Education, 42(2), 201-217.
Google Scholar CrossrefManini, T. M., Druger, M., & Ploutz-Snyder, L. (2005). Misconceptions about strength exercise among older adults. Journal of Aging and Physical Activity, 13(4), 422-433.
Google Scholar CrossrefMartin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3), 353-370.
Google Scholar CrossrefMason, L. & Gava, M. (2007). Effects of epistemological beliefs and learning text structure on conceptual change. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Reframing the problem of conceptual change in learning and instruction. Oxford, UK: Elsevier Science.
Google Scholar CrossrefMason, L., Gava, M., & Boldrin, A. (2008). On warm conceptual change: The interplay of text, epistemological beliefs, and topic interest. Journal of Educational Psychology, 100(2), 291.
Google Scholar CrossrefMcNamara, D. S., & Kintsch, W. (1996). Learning from texts: Effects of prior knowledge and text coherence. Discourse Processes, 22(3), 247-288.
Google Scholar CrossrefMiller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B., & Nichols, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21(4), 388-422.
Google Scholar CrossrefMoje, E., & Shepardson, D. (1998). Social interactions and children’s changing understanding of electric circuits: Exploring unequal power relations in “peer”-learning groups. In B. Guzzetti & C. Hynd (Eds.), Perspectives on conceptual change (pp. 225–234). Mahwah, NJ: Erlbaum.
Google Scholar CrossrefMurphy, P. K. (2007). The Eye of the Beholder: The Interplay of Social and Cognitive Components in Change. Educational Psychologist, 42(1), 41-53. doi:10.1080/00461520701190504
Google Scholar CrossrefMurphy, P. K., & Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25(1), 3-53.
Google Scholar CrossrefOhlsson, S. (2009). Resubsumption: A possible mechanism for conceptual change and belief revision. Educational Psychologist, 44(1), 20-40.
Google Scholar CrossrefPatrick, H., & Pintrich, P. R. (2001). Conceptual change in teachers’ intuitive conceptions of learning, motivation, and instruction: The role of motivational and epistemological beliefs. Understanding and teaching the intuitive mind: Student and teacher learning, 117-143.
Google Scholar CrossrefPekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/motivational mediators. Applied Psychology, 41(4), 359-376.
Google Scholar CrossrefPekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48.
Google Scholar CrossrefPekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wiley (Eds.), Handbook of research on student engagement (pp. 259-282). New York: Springer.
Google Scholar CrossrefPekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R Pekrun, & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 120-141). New York: Taylor and Francis.
Google Scholar CrossrefPekrun. R., & Stephens, E. J., (2012). Academic emotions. In K. R. Harris, S. Graham, T. Urdan, S. Graham, J. M. Royer, & M. Zeidner (Eds.), APA educational psychology handbook, (Vol. 2, pp. 3-31). Washington, DC: American Psychological Association.
Google Scholar CrossrefPetty, R. E., & Briñol, P. (2015). Emotion and persuasion: Cognitive and meta-cognitive processes impact attitudes. Cognition and Emotion, 29(1), 1-26.
Google Scholar CrossrefPetty, R., & Cacioppo, J. T. (2012). Communication and persuasion: Central and peripheral routes to attitude change. Springer Science & Business Media.
Google Scholar CrossrefPetty, R. E., Cacioppo, J. T., & Goldman, R. (1981). Personal involvement as a determinant of argument-based persuasion. Journal of Personality and Social Psychology, 41(5), 847.
Google Scholar CrossrefPiaget, J. (1970). Piaget's theory. In P. H. Mussen (Ed.), Carmichael's manual of child psychology (3rd ed., Vol. 1, pp. 703-732). New York: Wiley.
Google Scholar CrossrefPintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.
Google Scholar CrossrefPintrich, P. R., Smith, D. A., García, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801-813.
Google Scholar CrossrefPosner, G.J., Strike, K.A., Hewson, P.W., & Gertzog, W.A. (1982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66, 211-227.
Google Scholar CrossrefRueda, R. (2010). 5 Cultural Perspectives in Reading. Handbook of reading research, 4, 84.
Google Scholar CrossrefRyan, R. M., & Deci, E. L. (2008). Self-determination theory and the role of basic psychological needs in personality and the organization of behavior. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (pp. 654–678). New York: Guilford Press.
Google Scholar CrossrefRyan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 171–195). New York: Routledge.
Google Scholar CrossrefQian, G. & Alvermann, D. E. (2000). Relationship between epistemological beliefs and conceptual change learning. Reading & Writing Quarterly, 16(1), 59-74.
Google Scholar CrossrefQian, G., & Alverman, D. (1995). The role of epistemological beliefs and learned helplessness in secondary school students’ learning science concepts from text. Journal of Educational Psychology, 87, 282-292
Google Scholar CrossrefDeci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macro-theory of human motivation, development, and health. Canadian Psychology, 49, 182–185.
Google Scholar CrossrefRyan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement. Handbook of Motivation at School, 171-195.
Google Scholar CrossrefSchraw, G., Bendixen, L. D., and Dunkle, M. E. (2002). Development and validation of the Epistemic Belief Inventory (EBI). In Hofer, B. K., and Pintrich, P. R. (eds.), Personal Epistemology: The Psychology of Beliefs About Knowledge and Knowing, Erlbaum,Mahwah, NJ.
Google Scholar CrossrefShirey, L. L., & Reynolds, R. E. (1988). Effect of interest on attention and learning. Journal of Educational Psychology, 80(2), 159.
Google Scholar CrossrefShtulman, A. (2009). Rethinking the role of resubsumption in conceptual change. Educational Psychologist, 44(1), 41-47.
Google Scholar CrossrefShtulman, A., & Lombrozo, T. (2015) Bundles of contradiction: A coexistence view of conceptual change. In D. Barner & A. Baron (Eds.) Core knowledge and conceptual change. NY: Oxford University Press.
Google Scholar CrossrefSinatra, G. M. (2005). The" warming trend" in conceptual change research: The legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 107-115.
Google Scholar CrossrefSinatra, G. M., Kienhues, D., Hofer, B. K. (2014). Addressing challenges to public understanding of science: Epistemic cognition, motivated reasoning, and conceptual change. Educational Psychologist, 49(2), 123-138. Doi:10.1080/00461520.2014.916216.
Google Scholar CrossrefSmith III, J. P., Disessa, A. A., & Roschelle, J. (1994). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3(2), 115-163.
Google Scholar CrossrefStrike, K.A., & Posner, G.J. (1992). A Revisionist Theory of Conceptual Change. In R.A. Dushl & R.J. Hamilton (Eds.), Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice (pp. 147-176). Albany, NY: State University of New York Press.
Google Scholar CrossrefVan Den Broek, P., & Kendeou, P. (2008). Cognitive processes in comprehension of science texts: The role of co-activation in confronting misconceptions. Applied Cognitive Psychology, 22, 335-351.
Google Scholar CrossrefVan Den Broek, P., Youg, M., Tzeng, Y., & Linderholm, T. (1999). The landscape model of reading: Inferences and the onine construction of a memory representation. In H. van Oostendorp & S. R. Goldman (Eds.), The construction of mental representations during reading (pp. 71-98). Mahwah, NJ: Erlbaum.
Google Scholar CrossrefVosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4(1), 45-69.
Google Scholar CrossrefWeaver, G. C. (1998). Strategies in K‐12 science instruction to promote conceptual change. Science Education, 82(4), 455-472.
Google Scholar CrossrefWindschitl, M. A. (1995). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs.
Google Scholar CrossrefWindschitl, M., & Andre, T. (1998). Using computer simulations to enhance conceptual change: The roles of constructivist instruction and student epistemological beliefs. Journal of Research in Science Teaching, 35, 145-160.
Google Scholar CrossrefPublished
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.