Conceptual change: a discussion of theoretical, methodological and practical challenges for science education

Conceptual change views of teaching and learning processes in science, and also in various other content domains, have played a significant role in research on teaching and learning as well as in instructional design since the late 1970s. An important issue is whether conceptual change can provide a powerful framework for improving instructional practice in such a way that students’ levels of scientific literacy are significantly increased. In this article, the first section provides an overview on the development of conceptual change perspectives. In sections two to six, we examine the different ways that researchers have facilitated the collection of data and empirically evaluated learning as conceptual change based on these different theoretical perspectives. In section seven, we identify key issues of conceptual change with a deliberate emphasis on their contribution to improve instructional practice and conclude the article by posing challenges at theoretical, methodological and practical levels. We contend that conceptual change perspectives still have the potential to significantly improve instructional practice. However, it becomes also evident that actual practice is far from what conceptual change perspectives propose and that change of this practice will be a rather difficult and long-lasting process.

概念整合理论在口译中的应用

概念整合理论是认知科学中的一个重要理论成果。本文借助该理论，阐释了口译实践中译员大脑的动态操作过程，同时联系神经网络学说、激活扩散模型、图式理论等其他认知领域的研究成窠，分析了概念整合网络中各心理空间之间的映射关系，特别是合成空间的层创结构中的认知操作特点。     

Na?ve Students’ Conceptual Development and Beliefs: The Need for Multiple Analyses to Determine what Contributes to Student Success in a University Introductory Physics Course

This research involved na?ve physics learners who were interested in majoring in science or engineering. In a semester-long quasi-experimental study, open-ended pretests and weekly interviews were used to analyse the progressive development of students’ conceptions relating to sound and wave motion. Semi-structured interviews were also conducted to elucidate: (1) how their conceptions developed from everyday conceptions to unclear scientific conceptions to scientific conceptions, and (2) their beliefs of physics knowledge. Despite efforts to enable these students to learn physics, the findings showed that only two out of ten students developed acceptable physics conceptions during the course that would enable them to pursue the subject to a higher level. Also, students’ conceptual development was found to be related to their cognitive understanding and to epistemological beliefs of physics. Therefore, to facilitate na?ve physics learners’ success in a general physics course, in addition to the acquisition of content knowledge, explicit emphasis needs to be placed on the nature of physics knowledge.     

Knowledge model for emergency response based on contingency planning system of China

China is severely exposed to natural hazards. Currently, there are more than 5.5 million contingency plans for handling various incidents. Similar to those produced in other counties, the paper-based plans in China are limited in that emergency responders cannot easily extract helpful information for them. In this paper, a knowledge-based system will be proposed for providing different stakeholders with helpful information in the emergency response. The conceptual model is the core for the whole system, which can link plans in the physical world and the ontology in the cyber world.     

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。     

Children's knowledge of astronomy and its change in the course of learning

This study examined the nature of 5-, 6-, and 7-year-old children's (n = 113) knowledge of astronomy and the process of knowledge change during learning. Children's pre-existing knowledge was assessed by questions and drawing tasks. About half of the children were taught elementary concepts of astronomy in small groups and afterwards all participants’ knowledge was assessed again. Most children could be categorized as having fragmented astronomy knowledge and the proportion of non-scientific models first proposed by Vosniadou & Brewer [Vosniadou, S., & Brewer, W. F. (1992). Mental models of the Earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535–585] was no greater than could be expected by chance. Children seemed to acquire factual information rather easily and therefore early instruction should introduce the core facts related to the topics. Some children over-generalized new knowledge very easily, indicating that the materials used in teaching may promote the development of non-scientific notions and that those notions must be addressed promptly to avoid the development of coherent non-scientific models.     

基于共享调节的社会性阅读：概念模型及解释

当前无论是理论还是实践层面,越来越多的研究开始突破传统阅读的“简单模型”假设,基于问题解决的阅读或有目的的阅读成为重要的研究视角。随着技术的发展,以读者为核心,强调分享、互动、传播的社会性阅读的兴起,使得原有的理论模型面临挑战。将共享调节引入社会性阅读,有助于拓展基于问题解决的阅读的理论视角,构建基于共享调节的社会性阅读的概念模型。这一模型的核心观点是,在具体的阅读活动之前,需要形成个人和群体层面的二阶段心智模型:即情境模型和任务模型。该模型还可以进一步衍生出新的研究假设,构建阅读支架及支持系统,并进行相应的课堂实践。以一门本科课程的阅读活动为解释案例,对该概念模型进行阐释和应用的结果表明,基于共享调节的社会性阅读可以帮助学生提取原先容易被忽略的物理及社会情境因素,形成小组阅读目标和阅读计划,支架及协作工具也有助于社会性阅读过程中的任务理解、计划、监控和调节。这一研究有助于完善新媒体环境下有目的的阅读理论,揭示社会性阅读过程中共享情境和任务形成的影响因素及动态发展过程,也可以为课堂社会性阅读提供可操作的应用模式。     

Investigating the Influence of Motivational Factors on Conceptual Change in a Digital Learning Context Using the Dual‐Situated Learning Model

This study examines the relationship between the learning motivation and conceptual change of 127 eighth graders, after they have learned the acid, base, and salt concept in a digital learning context, designed according to the dual‐situated learning model (DSLM). Two instruments—the students’ motivation towards science learning (SMTSL) questionnaire and the acid‐base‐salt concept diagnostic test (CDT)—were used in the study. The questionnaire and the test were given to students in pre‐test, post‐test, and delayed post‐test. Based on their motivation questionnaire scores, 18 students were selected from various scoring ranges for semi‐structural interviews. Results showed that, after experiencing DSLM digital learning, students’ post‐CDT and delay‐CDT scores were significantly higher than pre‐CDT scores (p < 0.001, p < 0.01). Furthermore, Pearson correlation analysis indicated that students’ conceptual change (ΔCDT) was significantly correlated with motivational factors such as self‐efficacy (SE), active learning strategy (ALS), science learning value (SLV), achievement goal (AG), and learning environment stimulation (LES) (p < 0.05). Interviews also supported students’ motivational correlation to ΔCDT, particularly for SE, ALS, and AG.     

Socio-cognitive dynamics of knowledge building in the work of 9- and 10-year-olds

This study examines four months of online discourse of 22 Grade 4 students engaged in efforts to advance their understanding of optics. Their work is part of a school-wide knowledge building initiative, the essence of which is giving students collective responsibility for idea improvement. This goal is supported by software—Knowledge Forum—designed to provide a public and collaborative space for continual improvement of ideas. A new analytic tool—inquiry threads—was developed to analyze the discourse used by these students as they worked in this environment. Data analyses focus on four knowledge building principles: idea improvement; real ideas, authentic problems (involving concrete/empirical and abstract/conceptual artifacts); community knowledge (knowledge constructed for the benefit of the community as a whole); and constructive use of authoritative sources. Results indicate that these young students generated theories and explanation-seeking questions, designed experiments to produce real-world empirical data to support their theories, located and introduced expert resources, revised ideas, and responded to problems and ideas that emerged as community knowledge evolved. Advances were reflected in progress in refining ideas and evidence of growth of knowledge for the community as a whole. Design strategies and challenges for collective idea improvement are discussed.