A multivariate model of conceptual change

Taasoobshirazi, Gita; Heddy, Benjamin C.; Bailey, MarLynn; Farley, John

doi:10.1007/s11251-016-9372-2

Cited by 16 publications

(12 citation statements)

References 62 publications

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“…Dole and Sinatra (1998) suggest that cognitive engagement is especially important for generating conceptual change and almost all of the research on conceptual change and engagement has focused on the cognitive component of engagement (Sinatra et al, 2015). In conceptual change research cognitive engagement is most often assessed by exploring study strategies (Greene et al, 2004;Taasoobshirazi et al, 2016). This is problematic because study strategies are only one small component of engagement as it relates to conceptual change.…”

Section: The Conceptual Change Cognitive Engagement Scalementioning

confidence: 99%

Developing and Validating a Conceptual Change Cognitive Engagement Instrument

et al. 2018

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Conceptual change (CC) occurs when learners move from a misconception to a scientifically accepted conception (Heddy et al., 2017). Many researchers agree that deep cognitive engagement is integral to facilitating conceptual change (Sinatra, 2005). Although conceptual change has been explored in great depth, a valid and reliable instrument to assess the type of engagement that occurs during the change process is lacking in the field. In the present study, we designed an instrument meant to assess cognitive engagement during conceptual change. Our measure is modeled after Dole and Sinatra (1998) model theorizing that learners consider message and personal factors when learning new concepts. We used exploratory factor analysis to assess the structure of the Conceptual Change Cognitive Engagement Scale (CCCES) with participants recruited from the M-Turk survey recruitment tool. The CCCES will be beneficial for theoretical understanding related to conceptual change and engagement.

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Section: The Conceptual Change Cognitive Engagement Scalementioning

confidence: 99%

Developing and Validating a Conceptual Change Cognitive Engagement Instrument

et al. 2018

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“…Several researchers have argued that emotional valence—which can be either positive/pleasant or negative/unpleasant—is intuitively aligned with positive/successful or negative/unsuccessful learning outcomes from knowledge revision interventions. For instance, higher levels of positive emotions like enjoyment and curiosity predict knowledge revision indirectly via approach goal orientation, motivation, engagement, self-reported elaboration, and critical thinking (Muis et al, 2018; Taasoobshirazi, Heddy, Bailey, & Farley, 2016). Similarly, reading a refutation text is associated with higher levels of positive emotions, lower negative emotions, higher conceptual knowledge, and more favourable attitudes consistent with the presented evidence (Broughton, Sinatra, & Nussbaum, 2013; Heddy, Danielson, Sinatra, & Graham, 2017; Thacker et al, 2020).…”

Section: Inconsistent Relations Between Emotions and Knowledge Revisionmentioning

confidence: 99%

The effects of experimentally induced emotions on revising common vaccine misconceptions

Trevors

Bohn-Gettler

Kendeou

2021

Quarterly Journal of Experimental Psychology

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Knowledge revision is the process of updating incorrect prior knowledge in light of new, correct information. Although theoretical and empirical knowledge has advanced regarding the cognitive processes involved in revision, less is known about the role of emotions, which have shown inconsistent relations with key revision processes. The present study examined the effects of experimentally induced emotions on online and offline knowledge revision of vaccination misconceptions. Before reading refutation and non-refutation texts, 96 individuals received either a positive, negative, or no emotion induction. Findings showed that negative emotions, more than positive emotions, resulted in enhanced knowledge revision as indicated by greater ease of integrating correct information during reading and higher comprehension test scores after reading. Findings are discussed with respect to contemporary frameworks of knowledge revision and emotion in reading comprehension and implications for educational practice.

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“…Pekrun, Goetz, Titz, and Perry (2002) classified emotions into positive or negative, both of which can have activating or deactivating effects on learning. For instance, emotions such as enjoyment or pride are classified as positive activating emotions and have positive influences on learning by improving motivation, use of metacognitive strategies and by encouraging greater elaboration and critical thinking (Taasoobshirazi, Heddy, Bailey, & Farley, 2016). In comparison, negative deactivating emotions such as boredom and hopelessness undermine motivation, turn student attention away from the task and reduce opportunities for conceptual change (Liu, Hou, Chiu, & Treagust, 2014;Sinatra & Mason, 2013).…”

Section: Self-efficacymentioning

confidence: 99%

“…In interviews, she reported finding science enjoyable and looking forward to science lessons which had the effect of further increasing motivation to intentionally use self-regulatory strategies, develop critical thinking and elaboration of explanations (cf. Taasoobshirazi et al, 2016).…”

Section: Increase In Positive Activating Emotionsmentioning

confidence: 99%

‘Even though it might take me a while, in the end, I understand it’: a longitudinal case study of interactions between a conceptual change strategy and student motivation, interest and confidence

McLure

Won

Treagust

2020

Discip Interdscip Sci Educ Res

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Although there have been many investigations of the social, motivational, and emotional aspects of conceptual change, there have been few studies investigating the intersection of these factors with cognitive aspects in the regular classroom. Using a conceptual change approach, this case study reports experiences of a student of low to average prior attainment who achieved high levels of conceptual gains in five science topics over a two-year period. Her experience in the cognitive, social and affective domains was probed through analysis of interviews, student artefacts, video recordings of classroom learning, pre/post-tests and questionnaire results. For this student, peripheral or incidental persuasion of belonging to a supportive small group initially led to greater engagement with the construction of understanding through production of multiple student-generated representations, resulting in improved self-confidence and high levels of conceptual change. Evidence of transfer from performance to mastery approach goals, adoption of positive activating emotions and increased interest in science were observed. This study highlights that adoption of a multidimensional conceptual change approach with judicious organisation of small groups to support construction of verbal, pictorial and written representations of understanding may bring about changes in motivational stance, self-confidence and emotions to maximise conceptual change.

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A multivariate model of conceptual change

Cited by 16 publications

References 62 publications

Developing and Validating a Conceptual Change Cognitive Engagement Instrument

Developing and Validating a Conceptual Change Cognitive Engagement Instrument

The effects of experimentally induced emotions on revising common vaccine misconceptions

‘Even though it might take me a while, in the end, I understand it’: a longitudinal case study of interactions between a conceptual change strategy and student motivation, interest and confidence

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