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

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

doi:10.1111/j.2044-8279.2012.02072.x

Cited by 30 publications

(23 citation statements)

References 81 publications

(122 reference statements)

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“…Promotion of comprehension is therefore similar to mastery-approach learning, oriented toward developing new skills and understanding. Positive correlation between mastery goals and NC is very likely (Hoffman and Nadelson, 2010;Ranellucci et al, 2013) as well as a positive relationship between NC and deep learning (Evans et al, 2003;Cazan and Indreica, 2014). Therefore we can expect that teachers who place emphasis on deep learning, will also be likely to exert more effort in information search, as well as engage in mastery of new technological tools.…”

Section: Promotion Of Comprehensionmentioning

confidence: 99%

The Importance of Teachers’ Need for Cognition in Their Use of Technology in Mathematics Instruction

2020

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Modern technology offers an increasing number of tools for teaching mathematics, but technology adoption in schools encounters many barriers. The Technology Acceptance Model explains that technology usage is dependent on intentions, which rest on perceived ease of use and perceived usefulness. Less is known about the relationship between intentions and actual behavior. In the current study we show that the level of cognitive investment on the part of the teachers, captured by the construct of Need for Cognition (NC), is crucial in the use of technology in mathematical instruction, while controlling for a variety of background factors. Furthermore NC moderates the relationship between intentions and technology use, such that high NC weakens the relationship between the perceived usefulness of technology in pedagogy and its actual use.

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Section: Promotion Of Comprehensionmentioning

confidence: 99%

The Importance of Teachers’ Need for Cognition in Their Use of Technology in Mathematics Instruction

2020

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“…In both studies, participants were given experimental instructions prior to reading, yet the effects of such assigned reading goals for conceptual change and the interaction between goals and texts and between goals and beliefs have not received direct empirical investigation. Although past research has examined goals in the context of conceptual change (e.g., achievement goals; Ranellucci et al ., ), the current study sought to determine if the experimental manipulation of reading goals represents an underexamined variable that may influence conceptual change processes and outcomes.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Effects of text structure, reading goals and epistemic beliefs on conceptual change

Trevors

Muis

2014

Journal Research in Reading

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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 randomly assigned to receive a traditional or refutational text that discussed a misconception in evolution and a general comprehension or elaborative interrogation reading goal. Participants' cognitive and metacognitive processes while reading were measured using a think-aloud protocol. Postreading, participants' correct and incorrect conceptual knowledge were separately assessed with a transference essay. Results showed that text structure and reading goals affected cognitive conflict, coherence-building and elaborative processing while reading and promoted correct conceptual knowledge included in essays but failed to affect the inclusion of misconceptions. Further, participants with evaluativist epistemic beliefs engaged in fewer comprehension monitoring processes and were more likely to adapt their coherence-building processes according to reading goals than their non-evaluativist counterparts, but epistemic belief groups did not differ in the content of the posttest essay. Theoretical and educational implications of these findings are discussed.

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“…El estudiante que conoce, maneja y es capaz de monitorear su propia comprensión, es consciente de sus habilidades metacognitivas, luego, está más motivado a seguir aprendiendo, en consecuencia, tiene mayor probabilidad de desarrollar habilidades metacognitivas, lo cual se relaciona directamente al aprendizaje profundo [13]. A partir de ese enfoque, los procesos mentales están fuertemente influenciados por el contexto socio-cultural, lo cual implica una construcción social [14].…”

Section: Habilidades Metacognitivasunclassified

Metodología activa y las competencias ingenieriles

Cano¹

2019

Proceedings of the 17th LACCEI International Multi-Conference for Engineering, Education, and Technology: “Industry, Innovation

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Talking about skills can be complicated since it makes it necessary to say what we mean and in what context. When we talk about engineering competences, we think about what our society needs, therefore, in the integral human development. The first years, in engineering careers, are the most appropriate to train our students in the skills they need. It is the time when they are waiting for new situations and it is our job, as teachers, to help them acquire the skills they need. Effective communication is one of the most important skills, even better if it can be integrated with a second language. The active methodology gives us the opportunity to help them in that task. Therefore, it is our responsibility to select the appropriate methodologies to achieve the objectives sought and to answer the question: what are the skills that we seek to train in our students? This communication shows how some strategies can help to form some important skills, especially effective communication and show how it is possible to develop skills from a course.

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

Abstract: 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.

Cited by 30 publications

References 81 publications

The Importance of Teachers’ Need for Cognition in Their Use of Technology in Mathematics Instruction

The Importance of Teachers’ Need for Cognition in Their Use of Technology in Mathematics Instruction

Effects of text structure, reading goals and epistemic beliefs on conceptual change

Metodología activa y las competencias ingenieriles

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