From things to processes: A theory of conceptual change for learning science concepts

T.H., Michelene; Slotta, James D.; Leeuw, Nicholas De

doi:10.1016/0959-4752(94)90017-5

Cited by 749 publications

(627 citation statements)

References 8 publications

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“…The other was the wrong driving power concept: ''The oxygenated blood flows from the lungs to each organ and muscle.'' As a matter of fact, these misconceptions are similar to those held by students related to blood circulation found by Chi et al (1994). Buckley (2000) gave an explanation about the major misconceptions regarding blood circulation that were similar to those of Chi's (2005) ontological category explanation.…”

Section: Model Generation Phasementioning

confidence: 67%

Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

2014

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This study aimed to explore the effect on group dynamics of statements associated with deep learning approaches (DLA) and their contribution to cognitive collaboration and model development during group modeling of blood circulation. A group was selected for an in-depth analysis of collaborative group modeling. This group constructed a model in a similar fashion to a target model and demonstrated within-group dialogic interaction patterns. It was found that statements associated with DLA contributed to the collaborative group dynamics by providing cognitive scaffolding and enabling critical monitoring, which together facilitated model development and students' participation and understanding. In the model generation phase, the skills demonstrated indicated the use of statements associated with DLA as one student focused on the principles of blood circulation, thereby providing scaffolding for the other students. These students then generated another sub-model. In the model elaboration phase, statements associated with DLA elements such as request information of mechanism (AQ-a) and resolve discrepancies in knowledge (AQ-b) provided students with metacognitive scaffolding and enabled them to show their deep cognitive participation. Moreover, statements associated with DLA elements such as asking questions or metacognitive activity enabled the students to monitor others' models or ideas critically, showing that active cognitive interaction was taking place within the group. These findings reveal that individual learning approaches will bring a synergistic effect to a group modeling process and can lead to practical educational insights for educators seeking to use lessons based on group modeling.

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Section: Model Generation Phasementioning

confidence: 67%

Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

2014

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“…From a slightly different stance, objects of thought can be located on different points of a continuum extending from an external, objective or material pole, to an internal, subjective or symbolic one. In other words, objects of thought can correspond to any branch of the "ontological tree" (Chi, Slotta, & Leeuw 1994). That is, one can think about objects that are clearly distinct from oneself, as is the case of physical "things" or of other people; or about subtle and slippery objects such as words, events or situations; or even about objects that can be only indirectly acceded to, such as mental representations or even mental processes.…”

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confidence: 99%

The mind is not a black box: Children's ideas about the writing process

Scheuer

Cruz

Pozo

et al. 2006

Learning and Instruction

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“…For investigating development of human conceptions, several models have been proposed, both in Cognitive Sciences (e.g., VanLehn, 1990VanLehn, , 1993diSessa, 1993diSessa, , 1996Tiberghien, 1989;Vosniadou, 1995;Chi, Slotta, & de Leeuw, 1994;Anderson, 1985;Simon, Newell, & Klahr, 1991) and in Artificial Intelligence [Klahr & Siegler, 1978;Sage & Langley, 1983;Forbus, & Gentner, 1986;Laird, 1983;Rumelhart, 1989;Newell, 1990;Sleeman et al, 1990;Pazzani, 1991;Shultz, Mareschal, & Schmidt, 1994;Baffes & Mooney, 1996;Schmidt & Ling, 1996]. However, most computational models of human learning, even though interesting under many respects, are based on excessively simplifying assumptions, especially for what concerns representation of knowledge, which is often reduced to a set of simple "Condition → Action" rules.…”

Section: Related Workmentioning

confidence: 99%

“…For example, for Chi and co-workers, conceptual change consists in restructuring an ontology tree [Chi, Slotta, & de Leeuw, 1994].…”

Section: Education and Cognitive Sciencesmentioning

confidence: 99%

“…A particular form of development has been called conceptual change which, intuitively, consists in the modification of a person's conceptualization of the world [Carey, 1983;Tiberghien, 1985Tiberghien, , 1989Tiberghien, , 1994Dykstra, 1992;Vosniadou & Brewer, 1992Caravita & Halldén, 1994;Chi, Slotta, & de Leeuw, 1994;Vosniadou, 1994Vosniadou, , 1995Duit, 1995;Saitta et al, 1995].…”

Section: Introductionmentioning

confidence: 99%

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Neri

2000

Machine Learning

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Abstract. The goal of the reported research is the development of a computational approach that could help a cognitive scientist to interactively represent a learner's mental models, and to automatically validate their coherence with respect to the available experimental data. In a reported case-study, the student's mental models are inferred from questionnaires and interviews collected during a sequence of teaching sessions. These putative cognitive models are based on a theory of knowledge representation, derived from psychological results and educational studies, which accounts for the evolution of the student's knowledge over a learning period. The learning system WHY, able to handle (causal) domain knowledge, shows how to model the answers and the causal explanations given by the learner.

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From things to processes: A theory of conceptual change for learning science concepts

Cited by 749 publications

References 8 publications

Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

Exploring the Impact of Students’ Learning Approach on Collaborative Group Modeling of Blood Circulation

The mind is not a black box: Children's ideas about the writing process

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