11 research outputs found
âEven though it might take me a while, in the end, I understand itâ: a longitudinal case study of interactions between a conceptual change strategy and student motivation, interest and confidence
Although there have been many investigations of the social, motivational, and emotional aspects of conceptual
change, there have been few studies investigating the intersection of these factors with cognitive aspects in the
regular classroom. Using a conceptual change approach, this case study reports experiences of a student of low to
average prior attainment who achieved high levels of conceptual gains in five science topics over a two-year
period. Her experience in the cognitive, social and affective domains was probed through analysis of interviews,
student artefacts, video recordings of classroom learning, pre/post-tests and questionnaire results. For this student,
peripheral or incidental persuasion of belonging to a supportive small group initially led to greater engagement
with the construction of understanding through production of multiple student-generated representations,
resulting in improved self-confidence and high levels of conceptual change. Evidence of transfer from performance
to mastery approach goals, adoption of positive activating emotions and increased interest in science were
observed. This study highlights that adoption of a multidimensional conceptual change approach with judicious
organisation of small groups to support construction of verbal, pictorial and written representations of
understanding may bring about changes in motivational stance, self-confidence and emotions to maximise
conceptual change
Towards a conceptual profile: rethinking conceptual mediation in the light of recent cognitive and neuroscientific findings
Abstract not availableChris Dawso