A Multivariate Model of Conceptual Change

Autor/inn/en	Taasoobshirazi, Gita; Heddy, Benjamin; Bailey, MarLynn; Farley, John
Titel	A Multivariate Model of Conceptual Change
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 44 (2016) 2, S.125-145 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-016-9372-2
Schlagwörter	Models; Change; Physics; Scientific Concepts; Emotional Response; Concept Formation; Anxiety; Learning Motivation; Introductory Courses; Grades (Scholastic); Schemata (Cognition); College Students; Student Attitudes; Psychological Patterns; Science Instruction; Multivariate Analysis + Suchen Sie Ihr Suchwort? Analogiemodell; Wandel; Physik; Emotionales Verhalten; Concept learning; Begriffsbildung; Angst; Motivation for studies; Lernmotivation; Einführungskurs; Notenspiegel; Cognition; Schema; Kognition; Collegestudent; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Multivariate Analyse
Abstract	The present study used the Cognitive Reconstruction of Knowledge Model (CRKM) model of conceptual change as a framework for developing and testing how key cognitive, motivational, and emotional variables are linked to conceptual change in physics. This study extends an earlier study developed by Taasoobshirazi and Sinatra ("J Res Sci Teach" 48:901-918, 2011) by providing a more comprehensive test of the CRKM. The variables included in the model tested in this study included emotions: boredom, enjoyment and anxiety; approach goals, need for cognition, motivation, deep cognitive engagement, course grade, and conceptual change. Results of a path analysis conducted on 117 introductory-level college physics students indicated that enjoyment was linked to students' motivation, deep cognitive engagement, course grade, and conceptual change. Motivational variables were linked to cognitive engagement, course grade, and conceptual change. Finally, students' course grade was linked to their conceptual change. Need for cognition, boredom, and anxiety played no role in the model. An alternative, revised model was presented excluding these three variables. Theoretical and practical implications of the study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01