Despite the recognized link between scientific reasoning, mental sets, and conceptual change, the cognitive mechanisms underlying successful conceptual change remain unclear. To explore this, we developed computer-based reasoning programs with and without mental set support to examine their effects on conceptual change in tasks of varying…

In this article, we discuss the process of understanding continuity, which is one of the most fundamental concepts in mathematics. The continuity of mathematical functions is formally defined in terms of abstract symbols and operations. This representation of continuity is very abstract or dis-embodied. Therefore, it is difficult to acquire a…

Understanding particle motion in force fields (PMFF), which encompasses the nature of forces and the relationship between force and motion, is fundamental to mastering mechanics and electromagnetism. Effectively solving PMFF-related problems requires advanced reasoning skills and the ability to apply knowledge across diverse contexts. Despite…

Cognitive development of eighth-grade students, as identified by Jean Piaget, occurs during a time when many of them are transitioning between concrete operations and formal operations where the ability to think in abstract concepts becomes possible. Because of this period of transition, many eighth-grade students find difficulty in demonstrating…

We developed a Quantum Mechanics Conceptual Understanding Survey (QMCUS) in this study. The survey was conducted using a quantitative methodology. A multiple-choice survey of 35 questions was administered to 338 undergraduate students. Three experienced quantum mechanics instructors examined the validity of the survey. The reliability of our…

Due to their abstract nature, representation of mathematical concepts through different registers favors their understanding. In the case of ''sequences and regularities'', it becomes propitious the exploration of different registers of representation in the institution of topics, such as term, order, formation law, and generating expression.…

A unit on animals was taught to 64 preschool children (44 in an experimental group and 20 in a control group). Children in the experimental group were taught nine major concepts over four levels of abstraction (designated as superordinate, intermediate, subordinate, or particular levels). Each concept was presented by means of an advance organizer…

The task consisted of categorizing a set of slides depicting concepts of freedom, nonfreedom, justice, and nonjustice. The results of the analysis indicated that abstract thinkers performed significantly better than did concrete thinkers and that performance increased as a function of grade level. (Author/BJG)

The difficulties that younger students experience in understanding concepts related to the use of variables in computer programming are examined through descriptions of two studies: (1) detailed case studies of six highly intelligent children--three fourth graders and three sixth graders--who learned to program in BASIC during 60 hours of…

The purpose of this study is to show that there is a gradual and measurable development in the drawing of space representation concepts. A further purpose is to show that children's drawings of a village (which represent relations among concepts) may be a better measure of their conceptual maturity than their drawings of a man (which represent a…

Performance in concrete and abstract tasks is examined systematically by varying the degree of abstractness of problem-solving and concept formation tasks. Four forms of a problem solving test were constructed. Each form of the test presented problem situations through four different modes: verbal stories, picture-book, color slides,…

This document accompanies the Conceptual Learning and Development Assessment Series III: Tree, a test constructed to chart the conceptual development of individuals. As a technical manual, it contains information on the rationale, development, standardization, and reliability of the test, as well as essential information and statistical data for…

This document accompanies the Conceptual Learning and Development Assessment Series IV: Noun, a test constructed to chart the conceptual development of individuals. As a technical manual, it contains information on the rationale, development, standardization, and reliability of the test, as well as essential information and statistical data for…

This document accompanies the Conceptual Learning and Development Assessment Series I: Equilateral Triangle, a test constructed to chart the conceptual developemnt of individuals. As a technical manual, it contains information on the rationale, development, standardization, and reliability of the test, as well as essential information and…