Beyond conceptual change learning in science education: focusing on transfer, durability and metacognition

Georghiades, Petros

doi:10.1080/001318800363773

Cited by 166 publications

(133 citation statements)

References 27 publications

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“…That is, they prove fruitful when they yield an expansion of perception and have experiential value. Similarly, one of the keys to lasting conceptual change is that new knowledge needs to be usefully and meaningfully integrated into the student's existing framework of knowledge and experience (Georghiades, 2000). Hence, the qualities that define a transformative experience, motivated use, expansion of perception, and experiential value, are likely to support conceptual change.…”

Section: Transformative Experience Conceptual Change and Transfermentioning

confidence: 99%

Motivation, learning, and transformative experience: A study of deep engagement in science

et al. 2009

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This study investigated the prevalence of transformative experiences, antecedents of transformative experience, and the relation between transformative experience and deep-level learning (conceptual change and transfer) for high school biology students (N = 166). Results suggested that the high school students in our sample typically engaged in low levels of transformative experience with respect to biology, but those students who strongly identified with science and who endorsed a mastery goal orientation were more likely to report engagement in higher levels of transformative experience. Furthermore, a higher level of engagement in transformative experience was positively associated with (a) conceptual change in understanding the concept of natural selection, but not inheritance, at the post-and follow-up assessments and (b) transfer at the follow-up assessment. According to Jackson (1986), there are two enduring outlooks in education, the mimetic, which focuses on transmitting predetermined and measurable information to students, and the transformative, which focuses on the transformation of qualities such as values, attitudes, and perceptions. Unfortunately, the majority of our efforts for educating children

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Section: Transformative Experience Conceptual Change and Transfermentioning

confidence: 99%

Motivation, learning, and transformative experience: A study of deep engagement in science

et al. 2009

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“…Metacognition is seen by Georghiades (2000) as a potential mediator in improvement of conceptual change learning with primary school children, especially in terms of their inability to transfer their conceptions from one domain to another and the short durability of their conceptions. Both of the inability to transfer and the short duration of conceptions give rise to problems faced by classroom practitioners.…”

Section: Limits Of the "Classical" Conceptual Change Approachesmentioning

confidence: 99%

Conceptual change: A powerful framework for improving science teaching and learning

Duit

Treagust

2003

International Journal of Science Education

932

494

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IntroductionIn this review, we discuss (1) how the notion of conceptual change has developed over the past three decades, (2) giving rise to alternative approaches for analysing conceptual change, (3) leading towards a multi-perspective view of science learning and instruction that (4) can be used to examine scientific literacy and (5) lead to a powerful framework for improving science teaching and learning. Development of the notion of conceptual change Historical developmentsResearch on students' and teachers' conceptions and their roles in teaching and learning science has become one of the most important domains of science education research on teaching and learning during the past three decades. Starting in the 1970s with the investigation of students' pre-instructional conceptions on various science content domains such as the electric circuit, force, energy, combustion, and evolution, the analysis of students' understanding across most science domains has been comprehensively documented in the bibliography by Duit (2002). Two decades ago, research by Gilbert, Osborne and Fensham (1982) showed that children are not passive learners and the way they make sense of their experiences led to this intuitive knowledge being called "children's science" (p. 623). Findings from many studies over the past three decades show that students do not come into science instruction without any pre-instructional knowledge or beliefs about the phenomena and concepts to be taught. Rather, students already hold deeply rooted conceptions and ideas that are not in harmony with the science views or are even in stark contrast to them. It is noteworthy that there are still a remarkable number of studies on students' learning in science that primarily investigate such students' conceptions on the content level. Since the middle of the 1980s investigations of students' conceptions at meta-levels, namely conceptions of the nature of science and views of learning (i.e., meta-cognitive conceptions) also have been given considerable attention. Research shows that students' conceptions here are also rather limited and naive.The 1980s saw the growth of studies investigating the development of students' pre-instructional conceptions towards the intended science concepts in conceptual change approaches. Research on students' conceptions and conceptual change has been embedded in various theoretical frames over the past decades. Initially, Piagetian ideas were applied that drew primarily on stage theory on the one hand and his clinical interview on the other. Also basic frameworks of the emerging theories of cognitive psychology were adopted.Later analogous to that of mindfulness (Salomon & Globerson, 1987, p. 623), a "construct which reflects a voluntary state of mind, and connects among motivation, cognition and learning." The concept of conceptual changeResearch on the concept of conceptual change has developed a unique vocabulary because conceptual change can happen at a number of levels and different authors use alternative terms to descri...

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“…Interventions which aim to improve metacognitive ability have typically been shown to result in improved learning outcomes, across a range of subject areas. For example, empirical research considering metacognitive interventions has covered areas such as science education (Adey & Shayer, 1993;Georghiades, 2000;Zohar & David, 2008), mathematics (Desoete, Roeyers, & Buysse, 2001;Kramarski, 2004;Mevarech & Fridkin, 2006;Mevarech & Kramarski, 1997, 2003Teong, 2003), chemical engineering (Case & Gunstone, 2006), reading (McElvany & Artelt, 2009;Michalsky, Mevarech, & Haibi, 2009) and teacher education (Kramarski, 2008).…”

Section: Empirical Evidence For the Role Of Metacognitionmentioning

confidence: 99%

Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean bycollaborativemetacognition?

Smith

Mancy

2018

Research in Mathematics Education

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The purpose of this study was to enhance our understanding of the relationship between collaborative talk and metacognitive talk during group mathematical problem-solving. Research suggests that collaborative talk may mediate the use of metacognitive talk, which in turn is associated with improved learning outcomes. However, our understanding of the role of group work on the individual use of metacognition during problem-solving has been limited because research has focused on either the individual or the group as a collective. Here, primary students (aged nine to 10) were video-recorded in a naturalistic classroom setting during group mathematical problem-solving sessions. Student talk was coded for metacognitive, cognitive and social content, and also for collaborative content. Compared with cognitive talk, we found that metacognitive talk was more likely to meet the criteria to be considered collaborative, with a higher probability of being both preceded by and followed by collaborative talk. Our results suggest that collaborative metacognition arises from combined individual and group processes.ARTICLE HISTORY

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Beyond conceptual change learning in science education: focusing on transfer, durability and metacognition

Cited by 166 publications

References 27 publications

Motivation, learning, and transformative experience: A study of deep engagement in science

Motivation, learning, and transformative experience: A study of deep engagement in science

Conceptual change: A powerful framework for improving science teaching and learning

Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean bycollaborativemetacognition?

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