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Effectiveness of Holistic Mental Model Confrontation in Driving Conceptual Change
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Gadgil, Soniya; Nokes-Malach, Timothy J.; Chi, Michelene T. H. – Learning and Instruction, 2012
Prior research on conceptual change has identified multiple kinds of misconceptions at different levels of representational complexity including false beliefs, flawed mental models, and incorrect ontological categories. We hypothesized that conceptual change of a mental model requires change in the "system of relations" between the features of the…
Descriptors: Cognitive Structures, Concept Formation, Instruction, Misconceptions
A Longitudinal Perspective on Inductive Reasoning Tasks. Illuminating the Probability of Change
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Ifenthaler, Dirk; Seel, Norbert M. – Learning and Instruction, 2011
Cognitive scientists have studied internal cognitive structures, processes, and systems for decades in order to understand how they function in human learning. Nevertheless, questions concerning the diagnosis of changes in these cognitive structures while solving inductive reasoning tasks are still being scrutinized. This paper reports findings…
Descriptors: Experimental Groups, Cognitive Structures, Logical Thinking, Probability
What Fills the Gap between Discrete and Dense? Greek and Flemish Students' Understanding of Density
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Vamvakoussi, Xenia; Christou, Konstantinos P.; Mertens, Lieve; Van Dooren, Wim – Learning and Instruction, 2011
It is widely documented that the density property of rational numbers is challenging for students. The framework theory approach to conceptual change places this observation in the more general frame of problems faced by learners in the transition from natural to rational numbers. As students enrich, but do not restructure, their natural number…
Descriptors: Foreign Countries, Mathematics Instruction, Comparative Education, Intervals
The Academic Self-Schema: An Experimental Illustration.
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Martinot, Delphine; Monteil, Jean-Marc – Learning and Instruction, 1995
Existence of an academic self-schema was studied with 142 French eighth and ninth graders and 50 high school students. Both success and failure schemas appeared to exist, but the academic failure schema was only observed for the variable self-description time. (SLD)
Descriptors: Academic Achievement, Academic Failure, Cognitive Structures, Elementary School Students