Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change

Pintrich, Paul R.; Marx, Ronald W.; Boyle, Robert A.

doi:10.2307/1170472

Cited by 454 publications

(648 citation statements)

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“…They identified a variety of contextual and motivational factors that can influence this process (see also Pintrich & Schrauben, 1992); we briefly note some of the motivation factors here. Pintrich et al (1993) focused on goal orientation, interest and value, and self-efficacy as motivational factors influencing conceptual change. They reviewed work showing that mastery goal orientations relate to deeper cognitive processing and more sophisticated cognitive strategy use.…”

Section: Theories Linking Motivation and Cognitionmentioning

confidence: 99%

Development of Achievement Motivation

Wigfield

Eccles

2007

Handbook of Child Psychology

642

538

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Section: Theories Linking Motivation and Cognitionmentioning

confidence: 99%

Development of Achievement Motivation

Wigfield

Eccles

2007

Handbook of Child Psychology

642

538

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“…In this paper, we examine four perspectives of conceptual change by Posner et al (1982), Vosniadou (1994), Chi et al (1994) and Pintrich et al. (1993).…”

Section: Perspectives Of Conceptual Changementioning

confidence: 99%

“…Pintrich et al (1993) stand alone in their challenge to conventional models of conceptual change by highlighting the theoretical difficulties of what they term a "cold", or overly rational, model of conceptual change. They suggest that students' motivational beliefs, related to goals, interests and values, and their roles as individuals in a classroom learning community are instrumental in the promotion or hindrance of conceptual change.…”

Section: Perspectives Of Conceptual Changementioning

confidence: 99%

“…Chi et al (1994) focus on the ontological category that the concept belongs to, and purport that many of the difficult concepts to learn in science require a change in the students' mind from a "matter" category to a "process" category. Pintrich et al (1993) highlight the importance of motivation and the social aspects required for conceptual change to take place. It is easy to become overwhelmed by the literature in this field such that no matter how much you read, it is still difficult to answer the question, what is conceptual change?…”

Section: Introductionmentioning

confidence: 99%

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The role of analogies in promoting conceptual change in biology

Venville

Treagust

1996

Instr Sci

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Four analogies which were used to teach biology topics by four different teachers were analysed from different theoretical perspectives to determine the key role they had to play in the process of conceptual change. A supermarket analogy for the classification of living things was described using the Posner et al. (1982) view of conceptual change as having the role of a sense maker. A car cooling system analogy for human temperature homeostasis was found to play the role of a memory aid and was best explained by considering Vosniadou's (1994) framework theory and mental models perspective of conceptual change. A fluid mosaic analogy for cell membranes was used by the teacher as a transformer and was best explained by Chiet al.'s (1994) ontological category perspective of conceptual change. Finally, a bucket and pump analogy used to teach the stucture and function of the heart was described as a motivator and was viewed through the motivational perspective of conceptual change of Pintrich et al. (1993). The paper concludes that learning in different situations can best be explained by different perspectives of conceptual change and that these perspectives have much to tell us about the "normal" shifts in conceptual understanding as well as "radical" conceptual change.

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“…According to constructivist learning theory, learning with interactive simulations occurs effectively when students tie together their prior knowledge and experiences with new classroom material to develop or deduce their own explanations or principles (Collins et al, 1993;Perkins, 1991;Piaget et al, 1967).…”

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Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Fan¹

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Two mixed-methods studies (a pilot study and a main study) were carried out to investigate the effectiveness of a novel inquiry-based learning method (named the Inquiry-based learning with Interactive Simulation -ILIS approach). The studies focused on 10 th grade students' conceptual understandings about force and motion in physics. In each of the studies, an explanatory mixed methods design was adapted to combine a quantitative phase with a qualitative phase. The initial quantitative phase employed a quasi-experimental method. Participants were randomly assigned to the ILIS approach (experimental group) and conventional instruction (control group) as learning methods. All participants were asked to respond to a test (modified Force Concept Inventory) and surveys (confidence in learning and inquiry process skills of hypothesising, operation, communication, and evaluation). The quantitative phase addresses the first research question: What is the effectiveness of the ILIS approach and conventional instruction respectively on student conceptual learning? The subsequent qualitative phase of each study involving interviewing participants to explore the way in which the students and teachers understood the conceptual learning in relation to potential performance achieved with the ILIS approach. The results showed significant gains in conceptual understanding about forces and motion and inquiry process skills by the experimental groups in comparison to the control groups. The students' inquiry process skills showed the same trend as conceptual learning. Confidence in learning also correlated with students' conceptual understanding. In contrast, the results showed that the conventional instruction has the same positive effect on improving students' confidence in learning as the ILIS approach. Qualitative findings induced that students in the experimental group reported individual perceptions and viewpoints. The qualitative phase involved interviews with three teachers and six students. It revealed that the ILIS approach offers meaningful benefits for students' conceptual understanding, which complements the findings from the quantitative phase. The findings suggested that the ILIS approach may have implications as a practical and effective teaching and learning method in enhancing students to develop their conceptual understanding in physics.ii Declaration by authorThis thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis.I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my research ...

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Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change

Cited by 454 publications

References 0 publications

Development of Achievement Motivation

Development of Achievement Motivation

The role of analogies in promoting conceptual change in biology

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

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