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Peer reviewed
Direct linkWoolley, Jacqueline D.; Kelley, Kelsey A. – Developmental Psychology, 2020
In Study 1, 103 children ages 4 through 10 answered questions about their concept of and belief in luck, and completed a story task assessing their use of luck as an explanation for events. The interview captured a curvilinear trajectory of children's belief in luck from tentative belief at age 4 to full belief at age 6, weakening belief at age 8,…
Descriptors: Children, Concept Formation, Beliefs, Child Development
Barany, Michael J. – ZDM: Mathematics Education, 2020
Histories of mathematical practice account for mathematical knowledge and action by interpreting presently-available evidence as traces of the events, contexts, and relations that make up the past. Interpretations depend on the assumptions one makes about how mathematical knowledge works, insofar as it is knowledge and insofar as it is…
Descriptors: Mathematics Instruction, Educational History, Mathematical Concepts, Concept Formation
Barradell, Sarah; Fortune, Tracy – Innovations in Education and Teaching International, 2020
The threshold concepts framework provides educators with a useful way of thinking about the struggles students have in coming to know essential, hard to grasp knowledge. A threshold concept is often best understood through reference to eight characteristics that together describe what is critical to effective knowledge acquisition. This conceptual…
Descriptors: Fundamental Concepts, Learning Processes, Epistemology, World Views
Thacker, Ian; Sinatra, Gale M.; Muis, Krista R.; Danielson, Robert W.; Pekrun, Reinhard; Winne, Philip H.; Chevrier, Marianne – Journal of Educational Psychology, 2020
We investigated knowledge and attitudes before and after reading refutation texts augmented by different kinds of persuasive information and how emotions mediated the process of knowledge and attitude change. Undergraduates (N = 424) enrolled in 4 universities from 3 countries read a refutation text on genetically modified foods (GMFs) and were…
Descriptors: Attitude Change, Concept Formation, Persuasive Discourse, Reading
Potvin, Patrice; Nenciovici, Lucian; Malenfant-Robichaud, Guillaume; Thibault, François; Sy, Ousmane; Mahhou, Mohamed Amine; Bernard, Alex; Allaire-Duquette, Geneviève; Blanchette Sarrasin, Jérémie; Brault Foisy, Lorie-Marlène; Brouillette, Nancy; St-Aubin, Audrey-Anne; Charland, Patrick; Masson, Steve; Riopel, Martin; Tsai, Chin-Chung; Bélanger, Michel; Chastenay, Pierre – Studies in Science Education, 2020
In this article, we propose an analysis of the state of, and trends in, the field of conceptual change research in science education through the lens of its models. Using a quantitative approach, we reviewed all conceptual change articles (n = 245) published in five major journals in the field of science education in search of the support that…
Descriptors: Scientific Concepts, Concept Formation, Science Instruction, Science Education
Spivack, April J. – Management Teaching Review, 2020
Skills in creativity are needed to meet the needs of today's organizations, and design thinking is a process that one can learn to become more creative. Yet the diminishing exposure to and pursuit of humanities courses, which have traditionally developed these skills, has put pressure on business schools to fill the gap. This experiential learning…
Descriptors: Design, Creativity, Creative Thinking, Thinking Skills
Kondinski, Aleksandar; Moons, Jens; Zhang, Yujie; Bussé, Jakob; De Borggraeve, Wim; Nies, Erik; Parac-Vogt, Tatjana N. – Journal of Chemical Education, 2020
Single-type, 6-fold symmetrically grooved, and commercially accessible interlocking disks (ILDs) have been used for modeling of sp[superscript 2] hybridized carbon-based nanoarchitectures and complex polyhedral and reticular material models. In the case of the carbon-based nanoarchitectures, we showcase that the primary ILDs can be directly used…
Descriptors: Science Instruction, Inorganic Chemistry, Hands on Science, Molecular Structure
Bussani, Andrea – Physics Teacher, 2020
In this paper a "non-elementary system" is defined as a system consisting of elementary (i.e., indivisible) constituents. Such systems are a common feature of the standard model of particle physics: for example, according to the standard model, a proton (non-elementary particle) consists of two up quarks and one down quark (elementary…
Descriptors: Middle School Students, High School Students, Science Instruction, Physics
Download full textPeña Acuña, Cristian Andrey; Rigo-Lemini, Mirela – North American Chapter of the International Group for the Psychology of Mathematics Education, 2020
The document presents a set of categories for the analysis of the conceptualization of the congruence of polygons--a central theme in school mathematics--and details the application of the analytical tools used, derived from Grounded Theory, in this construction. This set of categories is called 'Interpretive Model of the Conceptualization of…
Descriptors: Geometric Concepts, Plane Geometry, Concept Formation, Models
John K. Lannin; Delinda van Garderen; Jessica Kamuru – Mathematics Teacher: Learning and Teaching PK-12, 2020
We use number sense in our daily lives to make decisions about quantities. This number sense is connected to our mental number line, in which we draw on our understanding of physical number lines. We often use number lines in the elementary grades for counting and to represent mathematical operations, such as addition and subtraction. Such tasks…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Grade 2, Visual Aids
George J. Roy; Jessica S. Allen; Kelly Thacker – Mathematics Teacher: Learning and Teaching PK-12, 2020
This article highlights how the Mathematics Teaching Practice of "facilitating meaningful mathematical discourse" (NCTM 2014, p. 10) was used to support a class of eighth-grade students as they engaged in recognizing patterns in which inputs are related to an output. As Carpenter, Franke, and Levi (2003) recommended, the authors chose…
Descriptors: Mathematics Instruction, Grade 8, Mathematical Concepts, Concept Formation
Kocak, Omer; Goktas, Yuksel – International Research in Early Childhood Education, 2021
This study aims to analyze the views of children whose spatial concept development is supported by activities conducted with educational cartoons compared to traditional methods. In this context, preschool children's views on the activities, their memory retention of them, and the levels of awareness caused by the activities were investigated.…
Descriptors: Comparative Analysis, Preschool Children, Cartoons, Teaching Methods
Day, James; Lantagne-Hurtubise, Étienne; Sheyerman, Alexander; Liao, Yu-Huan Theresa; Hoyt, Char – Physics Teacher, 2021
This paper introduces quantum materials and the notion of using models to aid the comprehension of complex ideas. It describes a hands-on activity, collaboratively developed by scientists and artists, that promotes an understanding of how experts take advantage of analogical thinking and model building to develop important frameworks. Quantum…
Descriptors: Science Instruction, Quantum Mechanics, Teaching Methods, Concept Formation
Bruckermann, Till; Fiedler, Daniela; Harms, Ute – Studies in Science Education, 2021
Difficulties in understanding evolution are often rooted in early childhood, arising from naïve assumptions and cognitive biases. However, literature reviews mainly focus on school and university students' understanding of evolution, with only limited comprehensive reviews on children in early childhood aged up to 7 years. This systematic review…
Descriptors: Evolution, Biology, Scientific Concepts, Fundamental Concepts
Duruk, Ümit; Akgün, Abuzer; Güngörmez, Hatice Gülmez – International Journal of Curriculum and Instruction, 2021
The achievement of a proper conceptual change is a challenge for students since there are some constraint-based interactions including different ontological categories with the well-known dichotomy of matter or process. To mitigate this state of affairs, more instructional sequences with pedagogical approaches are needed because many students,…
Descriptors: Scientific Concepts, Concept Formation, Knowledge Level, Teaching Methods
