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Direct linkMaude, Alaric – International Research in Geographical and Environmental Education, 2020
This article examines whether geography can provide the powerful knowledge that is a key element of a Future 3 curriculum, and an important component of the GeoCapabilities Project's proposals for the teaching of geography. Powerful knowledge is knowledge that gives students the intellectual ability to analyse, explain, predict, evaluate and think…
Descriptors: Geography Instruction, Teaching Methods, Knowledge Level, Concept Formation
Download full textMizrap Bulunuz; Betül Kuralay – Online Submission, 2023
Mole, molar mass and the Avogadro number are used constantly to measure the amount of substance in chemical changes. However, students have difficulty in understanding these concepts because they are not familiar with measuring very small amounts of matter that cannot be seen and weighed in daily life, like atoms. The mole concept was developed to…
Descriptors: Formative Evaluation, Science Instruction, Scientific Concepts, Concept Formation
Peer reviewedBooth, Amy E.; Waxman, Sandra R. – Cognition, 2002
Two experiments documented that conceptual knowledge influences 3-year-olds' extension of novel words. When objects were described as having conceptual properties typical of artifacts, children extended novel labels on the basis of shape. When same objects were described as having conceptual properties typical of animate kinds, children extended…
Descriptors: Cognitive Processes, Concept Formation, Cues, Generalization
Schutz, Samuel – 1969
This study assessed the value of teaching young children the relevant attributes of a concept and the conceptual rule by which the attributes are organized. It was hypothesized that only if children had prior knowledge of both components could they follow instructions designed to teach a new concept. It was further hypothesized that children who…
Descriptors: Cognitive Development, Concept Formation, Concept Teaching, Definitions
Peer reviewedSmith, Linda B.; Jones, Susan S.; Yoshida, Hanako; Colunga, Eliana – Cognition, 2003
Clarifies features of Smith et al.'s attentional learning account of object naming, arguing that Booth and Waxman's findings address tenets not in the attentional learning account while not addressing one of the central tenets of the attentional learning account. Suggests that the debate about the nature of children's language and cognition would…
Descriptors: Cognitive Development, Concept Formation, Cues, Generalization
Peer reviewedBooth, Amy E.; Waxman, Sandra R. – Cognition, 2003
Responds to Smith et al.'s work on relations between perceptual, conceptual, and linguistic knowledge in early word learning and discusses treatment of evidence. Asserts that Smith et al.'s commentary fails to engage data presented and their implications. Asserts that learners seamlessly integrate perceptual, linguistic, and conceptual information…
Descriptors: Cognitive Development, Concept Formation, Cues, Generalization
Barnes, Tiffany, Ed.; Chi, Min, Ed.; Feng, Mingyu, Ed. – International Educational Data Mining Society, 2016
The 9th International Conference on Educational Data Mining (EDM 2016) is held under the auspices of the International Educational Data Mining Society at the Sheraton Raleigh Hotel, in downtown Raleigh, North Carolina, in the USA. The conference, held June 29-July 2, 2016, follows the eight previous editions (Madrid 2015, London 2014, Memphis…
Descriptors: Data Analysis, Evidence Based Practice, Inquiry, Science Instruction
Klausmeier, Herbert J.; And Others – 1974
Theory and research regarding four levels of concept attainment and three uses of concepts as specified by the conceptual learning and development (CLD) model are described. The strategy and objectives of a longitudinal assessment of children's conceptual learning and development are presented. Perspective is provided regarding the role of the…
Descriptors: Classification, Cognitive Development, Concept Formation, Cross Sectional Studies
Klausmeier, Herbert J.; And Others – 1973
The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning…
Descriptors: Abstract Reasoning, Child Development, Classification, Cognitive Development
Klausmeier, Herbert J.; And Others – 1974
The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning…
Descriptors: Abstract Reasoning, Child Development, Classification, Cognitive Development
Klausmeier, Herbert J.; And Others – 1973
The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning…
Descriptors: Abstract Reasoning, Child Development, Classification, Cognitive Development
Klausmeier, Herbert J.; And Others – 1973
The Model of Conceptual Learning and Development (CLD) is an analytical, descriptive model. It defines four levels of concept attainment and the possible uses and extensions of attained concepts, specifies the cognitive operations involved in learning concepts at each of the four levels, and postulates internal and external conditions of learning…
Descriptors: Abstract Reasoning, Child Development, Classification, Cognitive Development
