Developing and Validating a Conceptual Change Cognitive Engagement Instrument

Heddy, Benjamin C.; Taasoobshirazi, Gita; Chancey, John B.; Danielson, Robert W.

doi:10.3389/feduc.2018.00043

Cited by 13 publications

(8 citation statements)

References 60 publications

(98 reference statements)

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“…In answering the first research question, the analysis indicated that there was a positive correlation between pre-service teachers' conceptual understanding of forces and motion and the conceptual change model of teaching. Congruent with other results in the literature (Nadelson et al, 2018;Potvin et al, 2020), the results of this research also showed that teaching with the conceptual change model increased conceptual understanding and minimized misconceptions (Akbaş & Gençtürk, 2011;Heddy et al, 2018). However, most of the research available in the literature has been done with students in kindergarten to high school settings (Amponsah & Ochonogor, 2018;Ekon & Edem, 2018;Gates, 2010;McLure et.…”

Section: Figure 2 Boxplot Showing the Means Of The Conceptual Change ...supporting

confidence: 79%

Addressing Pre-Service Teachers’ Misconceptions and Promoting Conceptual Understanding Through the Conceptual Change Model

Addido

Burrows

Slater

2022

PEC

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Teaching science concepts for conceptual understanding has its challenges. Bringing about conceptual change in the science classroom can be difficult because most concepts are complicated and often counter-intuitive in the teaching and learning of science concepts. A review of the literature indicates that the conceptual change model, CCM can be an effective teaching technique in addressing misconceptions and improving conceptual understanding when it comes to science instruction. The aim of this research was to find out the effect of the conceptual change model on pre-service teachers’ conceptual understanding regarding the topic of forces and motion. Using data from tests and questionnaires, the research questions were answered by quantitatively analyzing the collected data. The analysis revealed that there is a statistically significant correlation between the conceptual change model and the conceptual understanding of the pre-service teacher participants. Overall, the results provide evidence in support of the effectiveness of the conceptual change model, CCM in addressing misconceptions and promoting conceptual understanding of forces and motion among the pre-service teacher participants that volunteered for this research. The results also indicate that the CCM is a teaching model which must be considered by science educators and teachers as they seek to address issues related to misconceptions and conceptual understanding in the teaching of science topics. Keywords: conceptual change, conceptual change model, conceptual understanding, misconceptions, pre-service teachers, science education

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Section: Figure 2 Boxplot Showing the Means Of The Conceptual Change ...supporting

confidence: 79%

Addressing Pre-Service Teachers’ Misconceptions and Promoting Conceptual Understanding Through the Conceptual Change Model

Addido

Burrows

Slater

2022

PEC

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“…Scoping instruments to measure cognitive engagement as it relates to a course is important if such measurement tools are intended to be used in assessing instructional effectiveness or to evaluate pedagogical practices-particularly given that there have been calls within our research community to modify engineering classes to encourage active learning (i.e., Chi, 2009;Prince, 2004). Some work has already been done to address this need, such as Heddy et al's work on the development of an instrument to measure cognitive engagement as students undergo conceptual change (Heddy, Taasoobshirazi, Chancey, & Danielson, 2018). The validity evidence gathered in this study indicates that cognitive engagement can indeed be measured in the context of a student's activities (e.g., movement from misconception to knowledge, interacting with peers, taking notes, or processing newly introduced material).…”

Section: Measurement Of Cognitive Engagementmentioning

confidence: 99%

Development of the student course cognitive engagement instrument (SCCEI) for college engineering courses

et al. 2020

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Background: Evidence shows that students who are actively engaged with learning materials demonstrate greater learning gains than those who are passively engaged. Indeed, cognitive engagement is often cited as a critical component of an educational experience. However, understanding how and in what ways cognitive engagement occurs remains a challenge for engineering educators. In particular, there exists a need to measure and evaluate engagement in ways that provide information for instructors to deploy concrete, actionable steps to foster students' cognitive engagement. The present study reports the development and gathering of validation evidence for a quantitative instrument to measure students' in-class cognitive engagement. The instrument was informed by Wylie and Chi's ICAP (Interactive Constructive Active Passive) model of active learning, as well as contextual concerns within engineering courses. Results: The process followed the classical measurement model of scale development. We provide a detailed overview of the item development and scale validation processes, focusing on the creation of individual subscales to measure different modes of cognition within learning contexts. Multiple rounds of testing the student course cognitive engagement instrument (SCCEI) in college engineering courses provided evidence of validity. This indicated the reliable measurement of student cognitive engagement in the context of notetaking, processing material, and interacting with peers in the classroom. Results suggest differentiating modes of cognitive engagement is indeed applicable when considering students' in-class notetaking and processing of material. Conclusions: Findings point towards the need for additional engagement scales that expand the instrument's ability to distinguish between particular activities within a mode of engagement as defined by ICAP. The present study contributes to the growing body of literature on cognitive engagement of engineering students. Results address the development of measurement tools with evidence of validity for use in STEM education.

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“…Recognizing that they did not, in fact, know the correct answers to most of the questions, may have prompted them to spend significantly more time and effort (in the present investigation, we did not measure time) in processing the texts. Yet, theoretically, this extra effort should have prompted greater conceptual change (as predicted by Heddy et al, 2018).…”

Section: Resultsmentioning

confidence: 99%

Exploring the Limitations of Refutation Texts: A Closer Look at Individual Differences

Danielson¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Developing and Validating a Conceptual Change Cognitive Engagement Instrument

Cited by 13 publications

References 60 publications

Addressing Pre-Service Teachers’ Misconceptions and Promoting Conceptual Understanding Through the Conceptual Change Model

Addressing Pre-Service Teachers’ Misconceptions and Promoting Conceptual Understanding Through the Conceptual Change Model

Development of the student course cognitive engagement instrument (SCCEI) for college engineering courses

Exploring the Limitations of Refutation Texts: A Closer Look at Individual Differences

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