Developmental instruction: Part 1. Perry's model of intellectual development

Finster, David C.

doi:10.1021/ed066p659

Cited by 68 publications

(53 citation statements)

References 2 publications

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“…Research indicates that learning situations that do not match learners' epistemological beliefs, e.g., in terms of the amount of autonomy required or the character of the intellectual task (e.g., task difficulty or novelty), might appear as overwhelming, alternatively not challenging enough for students to engage in learning and may cause emotional experiences that influence the students' motivation and learning behavior. (Finster, 1989;Moore, 1994;Windschitl & Andre, 1998).…”

Section: Influence Of Personal Variables On Emotionsmentioning

confidence: 99%

“…Hence, further research, including 'objective' descriptions of the situations in addition to students perceptions, about how the interaction of different variables affects students' emotions would help to deepen our understanding of how to provide beneficial learning situations. For example, it has been argued that characteristics of the learning situation could have different influences on students of different epistemological beliefs (Domin, 1999;Finster, 1989). That is, even though a certain population of students would benefit from, for example, autonomy supportive teachers, a subgroup of these students might not.…”

Section: Limitations and Further Researchmentioning

confidence: 99%

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Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors

2014

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PostprintThis is the accepted version of a paper published in European Journal of Psychology of Education. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination. The study aims to assess the relative importance of a large number of variables for predicting students' positive activating emotions during mathematics learning. Participants were 668 firstyear upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students' perceptions and beliefs about their learning situation in mathematics in general, and the other assessing the characteristics of a particular mathematics lesson and the students' emotional experiences during this lesson. Singleconstruct and multivariate models for predicting students' emotions were computed. The results show that the multivariate models were the most efficient, predicting as much as 59% of the variance in students' emotional experiences. The two most important constructs were students' type of motivation and perceived degree of learning, which together predicted 48% of the students' emotions. Single-construct models predicted, at most, 36%. The relative and absolute predictive ability of different motivational constructs are reported. The relationships between constructs and their implications for teaching are discussed.

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Section: Influence Of Personal Variables On Emotionsmentioning

confidence: 99%

Section: Limitations and Further Researchmentioning

confidence: 99%

Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors

2014

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“…Perry (1970Perry ( , 1981 has proposed a developmental scheme to explain students' cognitive development throughout their undergraduate years. The different stages he proposed may be grouped in three categories: dualism, subjectivism and relativism (Finster, 1989(Finster, , 1991. At the 'dualist stage, ' students' perspective on knowledge is dualistic: right or wrong.…”

Section: Literature Reviewmentioning

confidence: 99%

Problem-based and Project-based Learning in Engineering and Medicine: Determinants of Students’ Engagement and Persistance

Bédard¹,

Lison²,

Dalle³

et al. 2012

Interdisciplinary Journal of Problem-Based Learning

104

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This paper presents results of a study conducted with undergraduate students involved in either problem-or project-based curricula (Medicine and Engineering, respectively) at the Université de Sherbrooke, Canada. The objective of the present research was to measure the impact of these innovative curricula on students' engagement and persistence in higher education. Our research question was: What determinants better predict students' engagement and persistence in innovative curricula such as PBL? Nine variables were examined as potential predictors of both factors (engagement and persistence). Results showed a variation in variables predicting engagement and persistence, with the most significant predictor being stress related.

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“…O pensar é a interpretação, o raciocínio, a imaginação das transformações da matéria em termos de átomos e moléculas, ou seja, em termos da Teoria Molecular. A Química sempre foi assim, a associação de uma teoria com uma prática 25 . Na evolução da Química nota-se que a teoria tem sofrido mudanças bruscas com o passar do tempo, verdadeiras revoluções, porém a prática tem se modificado de forma mais ou menos contínua, às vezes mais rápida ou mais lentamente, porém sem grandes saltos.…”

Section: Ionotrópicaunclassified

O ensino de aspectos históricos e filosóficos da Química e as teorias ácido-base do século XX

Chagas¹

2000

Quím. Nova

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In this paper, an overview about philosophy of science, the concept of "theory" and some characteristics of a"good"theory (1-ordination and explanation of the facts, 2-proposal of problems, and 3-simplicity and funcionality) are initialy introduced. Following, some historical landmarks of acidity and basicity and a summary of the main acid-base theories of the XX century (Arrhenius, solvent systems, protonic, electronic, Lux, Usanovich and ionotropic) are presented. Historical and conceptual relations between these theories are discussed and the three characteristics of a "good" theory are applied. The results showed that the protonic and eletronic theories are the "best". Some discussion of the implications to chemical education are presented too.Keywords: acid-base theories; "good" theories; history and philosophy of chemistry. EDUCAÇÃO INTRODUÇÃOUma tendência atual, no ensino da Química, tem sido a de enfatizar aos estudantes os aspectos sociais, num amplo sentido, associados ao desenvolvimento e aplicações desta Ciência. E aqui se inclui obviamente a História da Química. Independentemente de qualquer crítica que se possa fazer a esta tendência, não tem havido uma boa compreensão da mesma, e quando há, nem sempre a prática corresponde à proposta. Há por parte dos professores uma grande dificuldade em se lidar com a História da Quí-mica, o que é compreensível, pois, como se costuma dizer: "História da Química é mais difícil que Química". Entretanto, parte da dificuldade é devido aos assuntos que são escolhidos, muitas vezes relacionados com o desenvolvimento dos aspectos relativos à estrutura nuclear e eletrônica dos átomos, temas mais complexos do ponto de vista histórico.Neste artigo pretende-se mostrar que há um outro tema histórico que pode ser apresentado aos estudantes sem grandes dificuldades: é o desenvolvimento das teorias ácido-base no século XX a . Além do lado histórico, é interessante que se discuta também alguns aspectos da disciplina denominada Filosofia da Ciência, que procura estudar as Ciências em seus aspectos filosóficos: lógico, epistemológico, estético, ético etc.. A Filosofia da Ciência procura também determinar se um dado conhecimento pode ser considerado científico ou não. Esta questão, que está longe de ser resolvida satisfatoriamente, é muito importante, face ao marcante impacto das ciências nas atividades humanas nos últimos duzentos anos. É comum ver na mídia expressões do tipo: "...foi cientificamente provado que o creme dental X combate as cáries..".. Da mesma forma como se apela aos recônditos desejos humanos do sexo, do poder etc., para se incrementar o consumo de alguma coisa, apela-se também para a Ciência, tendo em vista justamente sua importância adquirida nestes últimos tempos. Isto por si só já justifica o estudo da Filosofia da Ciência. Para se procurar uma caraterização da Ciência, a Filosofia utilizou (e utiliza) muito da História da Ciência, procurando analisar a produção do conhecimento tido como científico e verificar o que ele tem de comum e no que ele difere de ou...

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Developmental instruction: Part 1. Perry's model of intellectual development

Abstract: An overview of the Perry's model of intellectual development and a discussion of the epistemology of chemistry in that context.

Cited by 68 publications

References 2 publications

Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors

Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors

Problem-based and Project-based Learning in Engineering and Medicine: Determinants of Students’ Engagement and Persistance

O ensino de aspectos históricos e filosóficos da Química e as teorias ácido-base do século XX

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