323,098 research outputs found
Conceptual change induced by instruction: a complex interplay of multiple factors
No full textThe chapter highlights the intricacy of instruction-induced conceptual change processes and the delicate interplay of the multiple factors that influence them
Knowledge construction with multiple external representations
No full textSchwonke R, Renkl A, Berthold K. Knowledge construction with multiple external representations. In: Vosniadou S, Kayser D, Protopapas A, eds. Proceedings of EuroCogSci07. Hove: Erlbaum; 2007: 238-243
Preface
No full text© 2010 Susan Rodrigues for editorial material and selection. All rights reserved. This introductory collection brings together contributions from a range of international researchers, each working within their own traditions, to explore current perspectives on the use of analytical approaches in education. Providing a close examination of cutting-edge data analysis techniques, each contribution describes a set of tools to assist prospective researchers as they decide which analytical approach or approaches best suit their own research endeavours. Exploring theoretical approaches from both a macro and a micro perspective, each chapter: Outlines the theoretical assumptions of the approach Highlights the constraints and tensions within the approach Contextualises the tradition in which the approach is located Provides data and case studies to illustrate how the approach is used in classroom research and the realities of practice In the final chapter a cross-comparison between the approaches covered is presented, allowing researchers to better understand which approach is most suitable for their project. Essential reading for all those interested in the theory behind the analytical approach, this book will appeal to all postgraduates, researchers, and academics engaged in research in educational settings.status: Publishe
The development of representational ability in physical sciences in relation to the ability to reason in the social domain
No full textIn this paper we investigated children’s ability to handle representations related to their intuitive experience of the world, alongside the scientific, non-intuitive knowledge acquired during school years. The results of our previous studies have shown that understanding of scientific, non-intuitive explanations does not necessarily lead to an understanding of the different ways in which the same situation in the world can be interpreted. The ability to think at the same time for two different representations shows a developmental progress as children gradually understand "seeing" and "seeing as". This understanding seems to be related to changes not only in children’s ontological commitments but also in their epistemological commitments as well as in their representations. The hypothesis that the beginnings of this understanding can be found in children’s ability to think about the differences between their beliefs and the beliefs of others in the social domain (Theory of the Mind) was investigated in this study. Sixty-three students (mean age: 10 years and 8 months) were administered Theory of Mind (ToM) tasks and Theory of the physical world tasks. The results seem to confirm the existence of common cognitive-epistemological elements between the two domains of thought. ToM appeared to be a strong predictor of children's ability to reason on different perspectives of the physical world. The results are discussed based on their likely impact on the design of educational interventions that promote conceptual change. © 2022, Natassa Kyriakopoulou, Stella Vosniadou Licence CC-BY-SA 4.0
Theory of Mind, Personal Epistemology, and Science Learning: Exploring Common Conceptual Components
No full textWe investigated the hypothesis that theory of mind (ToM) and epistemological understanding promote the aspect of science learning that concerns the ability to understand that there can be more than one representation of the same phenomenon in the physical world. Sixty-three students ranging in age from 10 to 12 years were administered two false-belief ToM tasks, an epistemological understanding task that investigated beliefs about the nature of science and a science learning task. The science learning task required distinguishing and reflecting upon phenomenal and scientific depictions of phenomena in observational astronomy. A three-stage hierarchical multiple regression showed that ToM was a significant predictor of performance in the astronomy task, supporting the hypothesis of a common underlying conceptual component. The results also showed that performance in the personal epistemology–nature of science task was a significant predictor of performance in the astronomy task, even when ToM and age were taken into consideration. The results indicate that both ToM and epistemological understanding promote the ability to construct and reflect on phenomenal and scientific representations of the same situation in the physical world and have important implications for science education. © Copyright © 2020 Kyriakopoulou and Vosniadou
Diffusive author(s), cohesive author: Analysis of S/N (1994)
No full textThis study indicates the ways in which various aspects of the author(s) are brought forth in Dumb type’s performance art, the S/N production. Previous research has suggested a non-hierarchical organization of Dumb type and the absence of a “privileged author” in Dumb type’s collaborative work, S/N. However, the results that I have investigated from member’s interviews on the creative process of S/N along with my analysis of the recorded images of S/N, indicate a different aspect of the author(s). First, S/N was created through, so to speak, the collective ideas of the members of Dumb type. Further, S/N has at least nine quotations from previous performances, installations, and printed writings, besides the work-in-progress technique. Explicating one of the “author functions” as given by Michel Foucault, each text has plural subjects of the author. However, it has been revealed from members’ interviews that Teiji Furuhashi had a decision-making role in selecting the members’ ideas within the performance. Since then, S/N has had plural subjects of creation; however, Furuhashi is one of the subjects of creation along with the “privileged author.” S/N has plural authors (diffusive authors) yet at the same time, it has a “privileged author,” Teiji Furuhashi (cohesive author)
Designing an Interactive Tutoring Tool for Improving Mathematical Skills
No full textBased on the developmental transitions proposed by Stafylidou and Vosniadou (2004), three training sessions were created using the Cognitive Tutor Authoring Tools. The purpose was to compare the effects of two external representations on fraction understanding and interpretation, compared to a control group that received no training. The participants in the experimental groups were trained in creating external and symbolic representations for fractions using pies or number lines. Results indicated that participants in the experimental groups had greater improvement from pretest to post-test than the control group. The number line experimental group had greater improvement in tasks testing fraction equivalence and fraction interpretation as measure than the pie experimental group. Based on the results of the classroom experiment and the resulting User Requirements, the proposed interface was further reinforced with various sessions concerning fraction operations, including addition and subtraction. Special emphasis was placed on user-friendly and ergonomic interaction. © Springer International Publishing Switzerland 2014
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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