&amp;lsquo;Conceptual Metaphor Meets Conceptual Change&amp;rsquo;: Yes to Embodiment, No to Fragmentation

Vosniadou, Stella

doi:10.1159/000213892

Cited by 8 publications

(5 citation statements)

References 28 publications

(23 reference statements)

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“…Debates about this discrepancy between “naïve” physics and formal physics have often pitted theories that emphasize the cognitive aspects of conceptual change against theories that emphasize the processes of reasoning occurring in the context of phenomenological experience or sociocultural activities. A more productive path may be to acknowledge that individuals have multiple repertoires (both conceptual and experiential) for understanding complex scientific concepts ( Hammer, 2000 ; Amin, 2009 , 2015 ; Vosniadou, 2009 ). In this study, we draw upon a sociocultural framework by focusing on a crucial piece that is often left out of these discussions: a characterization of the everyday experiences within which children come to understand and use such concepts ( Rogoff et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

Family Conversations About Heat and Temperature: Implications for Children’s Learning

Luce

Callanan

2020

Front. Psychol.

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Some science educators claim that children enter science classrooms with a conception of heat considered by physicists to be incorrect and speculate that "misconceptions" may result from the way heat is talked about in everyday language (e.g., Lautrey and Mazens, 2004; Slotta and Chi, 2006). We investigated talk about heat in naturalistic conversation to explore the claim that children often hear heat discussed as a substance rather than as a process, potentially hindering later learning of heat as energy involved in emergent processes. We explored naturalistic speech among children and adults to understand the nature and the frequency of heat-and temperature-related conversations that young children are involved in. This study aims to investigate the actual linguistic resources that children have available as part of a sociocultural approach to cognitive development. Parents' everyday conversations about heat and temperature with their 2-6-year-old children were drawn from the Child Language Data Exchange System (CHILDES) language database and from a parent-child book-reading study. Parents used the word heat rarely, but they did so in ways that implied it is a substance. Parents never talked about heat as an emergent process but sometimes as a direct causal process. Most of the heat-and temperature-related talk, however, focused on words like hot and cold to describe temperature as a property of objects. This investigation of what young children actually experience in everyday conversations is a step toward studying how everyday language may play a role in children's understanding of heat and temperature.

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Section: Introductionmentioning

confidence: 99%

Family Conversations About Heat and Temperature: Implications for Children’s Learning

Luce

Callanan

2020

Front. Psychol.

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“…However, embodied learning in semi-virtual environments demonstrated improved STEM learning outcomes compared to regular classroom instruction [17]. Haptic technology may provide a much needed bridge that spans the perception-conception division [39].…”

Section: Background 21 Haptics For Training and Science Educationmentioning

confidence: 99%

The Impact of Prior Knowledge on the Effectiveness of Haptic and Visual Modalities for Teaching Forces

Borland

Brunsen

et al. 2021

Proceedings of the 2021 International Conference on Multimodal Interaction

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We developed a haptically-enhanced physics simulation to investigate the effects of haptics on the understanding of conceptual concepts related to forces-specifically those related to buoyancy. We evaluated the effects of haptic force feedback, as well as traditional visual representations of forces, on learning via a betweenparticipant user study. Participants completed a buoyancy assessment before and after interacting with the simulation. Haptics enhanced performance regardless of prior knowledge. However, the combined effect of haptics with visual cues differed based on participant prior knowledge. Participants with high prior knowledge significantly improved performance when given both abstract visual cues and haptic feedback combined. Participants with low prior knowledge significantly improved when given haptic feedback alone, and the combination of haptics with visual cues did not improve performance. Our results suggest that the prior knowledge of users and the visual cues used impact the effectiveness of haptically-enhanced simulations with respect to learning outcomes. CCS CONCEPTS• Human-centered computing → Haptic devices; Empirical studies in HCI; • Applied computing → Interactive learning environments.

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“…Desde diferentes posiciones, la unidad cognitiva con que se organiza el conocimiento del sujeto se le ha llamado de múltiples formas. Aun así, se llame esquema de acción u operatorio (Coll, 1983; Delval, 1997; Piaget, 1978a) teoría implícita (Castorina, Alicia, y Toscano, 2008; Pozo, Scheuer, Mateos, y Echeverría, 2006; Rodrigo y Correa, 1999), teoría personal (Kelly, 1955), teoría de dominio (Karmiloff-Smith, 1994; Vosniadou, 2009), teoría intuitiva (Guo y Carey, 2008; Pozo, Scheuer, Mateos et al ., 2006), esquema cognitivo (Pascual-Leone y Johnson, 2005; Rumelhart y Ortony, 1982), esquema alternativo (Driver, 1986); modelo mental (Gutiérrez, 2005), etcétera, salvo diferencias de detalle debido a que parten o se sustentan en asunciones diferentes (Castorina, 2002; Delval, 1997; Pozo, 1989; Vuyk, 1985), en general, las funciones cognitivas que asignan los diferentes autores muestran analogías pero también diferencias (Marín, 2003a).…”

Section: Constructos Para Describir El Conocimiento Individualunclassified

“…From different positions, the cognitive unit that organizes the subject’s knowledge has been given many different names. Thus, it is called, action or operative scheme (Coll, 1983; Delval, 1997; Piaget, 1978a), implicit theory (Castorina, Alicia, & Toscano, 2008; Pozo, Scheuer, Mateos, & Echeverría, 2006; Rodrigo & Correa, 1999), personal theory (Kelly, 1955), domain theory (Karmiloff-Smith, 1994; Vosniadou, 2009), intuitive theory (Guo & Carey, 2008; Pozo, Scheuer, Mateos et al, 2006), cognitive scheme (Pascual-Leone & Johnson, 2005; Rumelhart & Ortony, 1982), alternative scheme (Driver, 1986), mental model (Gutiérrez, 2005), etc., with the caveat of differences in detail, due to the fact that they are based on or supported by different assumptions (Castorina, 2002; Delval, 1997; Pozo, 1989; Vuyk, 1985), in general, cognitive functions that different authors allocate, show similarities but also differences (Marín, 2003a).…”

mentioning

confidence: 99%

Constructs to describe individual knowledge / Constructos para describir el conocimiento individual

Marín

2014

Estudios de Psicología

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The basic unit of any cognitive model that attempts to describe individual knowledge and its manifestations must be chosen carefully, as the resulting position on learning, teaching and, in general, of the psychological research subject depends largely on this choice. The objective is to assess and contrast two constructs of enormous significance in cognitive psychology that have been used as cognitive units under different theoretical contexts: the concept in its classical sense, and the scheme in its organismic version. Arguments are presented to show that the latter is more consistent with constructivist assumptions and is more respectful of psychological data such as the Gestalt and prototype effects or the existence of procedural and implicit knowledge.

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‘Conceptual Metaphor Meets Conceptual Change’: Yes to Embodiment, No to Fragmentation

Cited by 8 publications

References 28 publications

Family Conversations About Heat and Temperature: Implications for Children’s Learning

Family Conversations About Heat and Temperature: Implications for Children’s Learning

The Impact of Prior Knowledge on the Effectiveness of Haptic and Visual Modalities for Teaching Forces

Constructs to describe individual knowledge / Constructos para describir el conocimiento individual

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