Framework for Conceptual Change

Zirbel, Esther

doi:10.3847/aer2004007

Cited by 26 publications

(19 citation statements)

References 34 publications

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“…This has led to the development of many different techniques and strategies. These include lecture-tutorials that help students confront their misconceptions for true conceptual change (Brogt, 2007(Brogt, , 2008Prather et al, 2005;Prather et al, 2009;Slater and Adams, 2006;Zirbel, 2004), peerlearning via initial questioning and "think, pair, share" dynamics (Green, 2003;James et al, 2008;Len, 2007;, cooperative quizzes (Zeilik and Morris-Dueer, 2004a), weekly challenges (http://casa.colorado.edu/ %7Edduncan/challenge.html), ranking tasks (Hudgins et al, 2007), role-playing games (Francis, 2006), the use of spatial and temporal models to convey key concepts (Taylor et al, 2003; http://www.cfa.harvard.edu/seuforum/ mtu/), as well as lot of assessments that help both the students and their professors understand how they are faring in their respective roles as learners and educators (Bailey, 2006;Bardar, 2006;Bardar et al, 2006;Brogt et al, 2007;Hufnagel et al, 2000;Keller, 2006;Lindell, 2001;LoPresto, 2007). Though successful in large classes, most of these approaches can be tailored for use in small classrooms, where the teacher can spend more time on each student's learning (see Fig.…”

Section: Classroom Strategiesmentioning

confidence: 99%

Improving Introductory Astronomy Education in American Colleges and Universities: A Review of Recent Progress

Waller¹,

Slater²

2011

Journal of Geoscience Education

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Over the past 15 years, professional astronomers, their societies, and associated funding agencies have collaborated to improve astronomy teaching and learning at the introductory undergraduate level. Many nonscience majors and preservice teachers enroll in these introductory astronomy courses, thus meriting the focused attention. In this review of recent developments, issues, approaches, and resources, we describe and document key instructional assets that have been made available to college and university faculty who wish to enhance their teaching of introductory astronomy. We find that although faculty support has progressed intermittently, there exist numerous programs and resources that faculty can access to increase student engagement and learning in astronomy. As funding support for these various instructional assets have waxed and waned, the professional societies have served as vital anchors and agents for advancing the profession of astronomy education at the introductory undergraduate level. Our findings, though focused on astronomy education, can be applied to the practice of introductory undergraduate education throughout the Earth and space sciences.

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Section: Classroom Strategiesmentioning

confidence: 99%

Improving Introductory Astronomy Education in American Colleges and Universities: A Review of Recent Progress

Waller¹,

Slater²

2011

Journal of Geoscience Education

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“…A concept, at the most basic level, is a mental representation that can be expressed by a single word, such as human or insect, flower or red, area or velocity (Carey, 2000;Zirbel, 2004). Two or more concepts may also be connected to build other concepts representing a complex set of ideas; for example, "cells divide" or "the earth revolves.…”

Section: Definition Of Termsmentioning

confidence: 99%

“…According to Zirbel (2004), groups of concepts can also act as building units for more complex or abstract representations, for example "the Big Bang model of the universe. "…”

Section: Definition Of Termsmentioning

confidence: 99%

Understanding of Earth and Space Science Concepts: Strategies for Concept‐Building in Elementary Teacher Preparation

Bulunuz

Jarrett

2009

School Sci & Mathematics

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This research is concerned with preservice teacher understanding of six earth and space science concepts that are often taught in elementary school: the reason for seasons, phases of the moon, why the wind blows, the rock cycle, soil formation, and earthquakes. Specifically, this study examines the effect of readings, hands‐on learning stations, and concept mapping in improving conceptual understanding. Undergraduates in two sections of a science methods course (N= 52) completed an open‐ended survey, giving explanations about the above concepts three times: as a pretest and twice as posttests after various instructional interventions. The answers, scored with a three point rubric, indicated that the preservice teachers initially had many misconceptions (alternative conceptions). A two way ANOVA with repeated measures analysis (pretest/posttest) demonstrated that readings and learning stations are both successful in building preservice teacher's understanding and that benefits from the hands‐on learning stations approached statistical significance. Concept mapping had an additive effect in building understanding, as evident on the second posttest. The findings suggest useful strategies for university science instructors to use in clarifying science concepts while modeling activities teachers can use in their own classrooms.

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“…Moreover, for the success of engaging students in active learning, negotiation of a common outcome is needed among the faculty and students. The unavailability of adequate infrastructure and facilities makes the course become more knowledge oriented rather than skills oriented, which would have been pertinent to understanding and knowledge construction that would thus have led to creative thinking (Zirbel, 2004) and innovation.…”

Section: Motivation To Pursue Further Studiesmentioning

confidence: 99%

Creativity and innovation in science and technology

Ramma

Samy

Gopee

2015

International Journal of Educational Management

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Purpose – This paper stems from a study which was conducted as a means to first, find out whether there is a gap between the secondary and tertiary education levels, second identify any existing gap in Science and Technology education, and third, examine the impact of the above upon students’ creativity and innovativeness at university level. The paper aims to discuss these issues. Design/methodology/approach – As such, a group of teachers and students at both secondary and tertiary levels were selected as the sample of the study. Questionnaires were administered to trained secondary school teachers and to university students. Interviews were also conducted to triangulate data. These enabled an analysis of the current situation in terms of students’ engagement/creativity/innovativeness in Science and Technology at secondary and tertiary levels. Findings – The findings reveal a problematic situation arising with respect to beliefs and what truly prevails in the education sector at secondary and tertiary levels. This study has revealed a number of salient issues related to the gap existing between the secondary and tertiary levels of education in Mauritius, with special bearing on creativity and innovation in Science and Technology. Research limitations/implications – Only three institutions were involved, with a small sample of students, so that the findings cannot be generalised. Moreover, gender is a variable that has not been taken into consideration. Practical implications – The study has proposed a number of recommendations to enable Mauritian students (at secondary and tertiary levels) to develop creativity and hopefully become innovators. This leads us to believe that the recommendations emerging from this study will be beneficial to various stakeholders who wish to understand the gap existing between secondary and tertiary education in Science and Technology education. Originality/value – This study takes a case study approach adopting a mixture of interviews, surveys and observations to understand the research problems with regards to the younger generations need to be equipped with scientific and technological advances in acquiring knowledge, new sets of skills and values. Therefore, this study endeavours to document the perceptions of learners and faculty staff.

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Framework for Conceptual Change

Cited by 26 publications

References 34 publications

Improving Introductory Astronomy Education in American Colleges and Universities: A Review of Recent Progress

Improving Introductory Astronomy Education in American Colleges and Universities: A Review of Recent Progress

Understanding of Earth and Space Science Concepts: Strategies for Concept‐Building in Elementary Teacher Preparation

Creativity and innovation in science and technology

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