Four- to six-year-old children's conceptions of the mechanism of rainfall

The purpose of this study was to describe four- to six-year-old children's understandings of the mechanism of rainfall and to reveal possible differences due to age. A total of 22 children participated in the study (mean age = 60.4 months; range 48–73 months), including 14 boys and 8 girls, all from middle-SES families. To reveal children's understanding of the mechanism of rainfall, semi-structured interviews were conducted using a set of interview questions. Children were individually interviewed, and interviews were audio-taped and transcribed. The constant comparative method was used to analyze the transcribed audio tapes. A framework of codes was developed based on previous studies of children's understanding of the mechanism of rainfall. This partial framework of codes served as the basis for describing children's conceptual understandings of the mechanism of rainfall. A nonparametric statistical test was used to test for age differences in children's conceptions of the mechanism of rainfall. The results indicated that older preschool children were more likely to have synthetic or naturalistic conceptions than the younger children. Implications of the findings for instructional practices in early childhood classrooms are discussed.     

解可解，非常解——概念整合视角下网络词汇的解读

概念整合理论旨在揭示人类表层的思维能力背后所隐藏的后台认知。它不限于经典认知语言学中的映射关系,能阐明隐喻与转喻在概念整合中的具体作用方式,从而对复杂、微妙的语法现象作出合理的解释。试图从概念整合理论的角度,对现有流行的网络词汇,将其分为“糅合型”和“截搭型”两种来进行解读,以期揭示网络语言的规律及其背后的认知心理。     

Effectiveness of holistic mental model confrontation in driving conceptual change

Prior research on conceptual change has identified multiple kinds of misconceptions at different levels of representational complexity including false beliefs, flawed mental models, and incorrect ontological categories. We hypothesized that conceptual change of a mental model requires change in the system of relations between the features of the prior model. To test this hypothesis, we compared instruction aimed at revising knowledge at the mental model level called holistic confrontation - in which the learner compares and contrasts a diagram of his or her flawed mental model to an expert model - to instruction aimed at revising knowledge at the false belief level - in which the learner is prompted to self-explain the expert model alone. We found evidence that participants who engaged in holistic confrontation were more likely to acquire a correct mental model, and a deeper understanding of the systems of relations in the model than those who were prompted to self-explain the expert model. The results are discussed in terms of their implications for science instruction.     

Examining the influences of epistemic beliefs and knowledge representations on cognitive processing and conceptual change when learning physics

The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing when learning about physics concepts through text. Specifically, we manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with individuals’ epistemic beliefs to facilitate or constrain learning. Results revealed that when individuals’ epistemic beliefs were consistent with the knowledge representations in their assigned texts, they performed better on various measures of learning (use of processing strategies, text recall, and changes in misconceptions) than when their epistemic beliefs were inconsistent with the knowledge representations. These results have implications for how researchers conceptualize epistemic beliefs and support contemporary views regarding the context sensitivity of individuals’ epistemic beliefs.     

A Model for Measuring Effectiveness of an Online Course

As a result of this research, a quantitative model and a procedure have been developed to create an online mentoring effectiveness index (EI). To develop the model, mentoring and teaching effectiveness are defined, and then the constructs and factors of effectiveness are identified. The model's construction is based on the theory that effectiveness is influenced by motivational factors and results from the total synergy used in the learning process. The validity of the model is checked through component analysis and structural equation modeling. It is shown that the model offers valid, reliable, and useful results for evaluating the relative effectiveness of an online course.     

概念隐喻在英语精读课教学中的应用

近年来,隐喻研究得到了认知语言学家的重视。事实上,隐喻不仅是一种修辞格,更是一种认知思维方式。本文探讨概念隐喻在英语精读课教学中的应用,概念隐喻在精读课教学方面的运用是多方面的,对英语精读课的词汇教学和习语教学尤其具有实用价值。     

概念整合理论对英文广告双关的认知阐释

双关是广告语中非常重要的修辞格,它的使用能增加广告语的吸引力与趣味性。笔者从认知语言学的角度出发,并在概念整合理论的基本框架指导下,对广告语中双关修辞的意义进行阐释,以此来探索人们在创造与理解广告语言时的认知活动。     

The Effect of Three-Dimensional Simulations on the Understanding of Chemical Structures and Their Properties

In a series of three experimental studies, the effectiveness of three-dimensional computer simulations to aid the understanding of chemical structures and their properties was investigated. Arguments for the usefulness of three-dimensional simulations were derived from Mayer’s generative theory of multimedia learning. Simulations might lead to a decrease in cognitive load and thus support active learning. In our studies, the learning effectiveness of three-dimensional simulations was compared to two-dimensional illustrations by use of different versions of a computer programme concerning the modifications of carbon. The first and third study with freshman students of chemistry and biochemistry show that no more knowledge was acquired when participants learnt with three-dimensional simulations than with two-dimensional figures. In the second study with 16-year old secondary school students, use of simulations facilitated the acquisition of conceptual knowledge. It was concluded that three-dimensional simulations are more effective for younger students who lack the experience of learning with different visual representation formats in chemistry. In all three studies, a significant relationship between spatial ability and conceptual knowledge about the modifications of carbon was detected.     

Analyzing the Effect of Metaconceptual Teaching Practices on Students’ Understanding of Force and Motion Concepts

This study investigated the effect of metaconceptual teaching interventions on students’ understanding of force and motion concepts. A multimethod research design including quasi-experimental design and case study designs was employed to compare the effect of the metaconceptual activities and traditional instruction and investigate students’ reactions to metaconceptual teaching interventions. The participants (45 high school students in the USA) were enrolled in one of the two physics classes instructed by the same science teacher. In the experimental group, students’ engagement in metaconceptual knowledge and processes was facilitated through various instructional activities, including poster drawing, journal writing, group debate, concept mapping, and class and group discussions. These activities were intended to facilitate students’ engagement in (a) becoming aware of their existing and past conceptions, associated beliefs, everyday experiences, and contextual differences, (b) monitoring their understanding of the new conception, the changes in ideas, and the consistency between existing and new conceptions, and (c) evaluating the relative ability of competing conceptions to explain a physical phenomenon. In the comparison group, the same content knowledge was explained by the teacher along with the use of laboratory experiments, demonstrations, and quantitative problem solving. Students’ reactions to the designed instructional activities indicated that metaconceptual teaching interventions were successful in facilitating students’ engagement in several types of metaconceptual functioning. The results showed that students in the experimental group had significantly better conceptual understanding than their counterparts in the comparison group and this positive impact remained after a period of 9 weeks.     

概念隐喻在日常话语与推理中的认知功能

在传统隐喻理论中,隐喻被看作一种语言现象。在新的隐喻理论框架内,概念隐喻至少具有三种认知功能:建构概念系统;通过相对熟知的经验使抽象概念概念化;提供理解经验的新视角。