Development of students’ concept images in analysis

Contents: M. Chandler, Foreword. E.K. Scholnick, Piaget's Legacy: Heirs to the House That Jean Built. Part I:How Should We Represent the Workings and Contents of the Mind? R. Case, Conceptual Development in the Child and in the Field: A Personal View of the Piagetian Legacy. A.N. Meltzoff, M.K. Moore, A New Foundation for Cognitive Development in Infancy: The Birth of the Representational Infant. S.A. Gelman, G. Diesendruck, A Reconsideration of Concepts: On the Compatibility of Psychological Essentialism and Context Sensitivity. F.C. Keil, K.L. Lockhart, Explanatory Understanding in Conceptual Development. D. Klahr, The Conceptual Habitat: In What Kind of System Can Concepts Develop? Part II:How Does the Child Construct a Mental Model During the Course of Development? What Is the Developmental Origin of This Model? R. Garcia, A Systemic Interpretation of Piaget's Theory of Knowledge. S. Oyama, Locating Development: Locating Developmental Systems. P.H. Miller, T.R. Coyle, Developmental Change: Lessons From Microgenesis. Part III:What Accounts for the Novelties That Are the Products and Producers of Developmental Change? J. Voneche, The Origin of Piaget's Ideas About Genesis and Development. G.B. Saxe, Sources of Concepts: A Cultural-Developmental Perspective. K. Nelson, Levels and Modes of Representation: Issues for the Theory of Conceptual Change and Development. S. Carey, Sources of Conceptual Change.

The objective of this study is to determine the effectiveness of the agricultural model supported with worksheets developed by the researchers based on the 5-E model of constructivist learning theory, taught as an elective course in the second grade of the primary school, on students’ conceptual developments. For this purpose, a semi-experimental research method was used. While the experimental group consisting of 29 students was taught with the developed agricultural module, the control group consisting of 19 students was taught with the teacher’s own lesson materials. It was seen that although the pre-test results obtained from the Conceptual Perception Test were very similar to each other, at the end there was a remarkable difference (t (46)= 3.472: p< 0.05) in terms of the experimental group results. We see from the results that the students who took the agriculture course via the developed agricultural model become more successful and teaching materials within the developed model has an effect in developing students’ conceptual understanding of the agricultural concepts at the six level curriculum programmes. Key words: Agricultural education model, primary education, constructivism, agricultural concept development.

Learners in South Africa lag behind in literacy and numeracy skills relative to their peers in other countries. This is ascribed to a lack of quality education in the preschool and Foundation Phases of schooling, and conditions related to poverty. The Basic Concepts Mediated Learning Programme (BCMLP) aims to promote the conceptual development of young children through training teachers to be mediators in a metacognitive educational programme. The BCMLP was implemented in the Foundation Phase (Grade R to Grade 3) in two schools in impoverished areas of the Northern Cape over three years (20082010). Baseline testing found that children at both schools experienced significant delays in their conceptual and scholastic development. After being trained as mediators, teachers implemented this approach with groups, eventually integrating it into the curriculum. There was variable continuity of implementation at the two schools, with one school only implementing the programme for the first year. The conceptual development and scholastic functioning of learners were monitored pre-intervention to post-intervention. Results found that implementation of the programme was consistent with considerable improvements in conceptual and scholastic functioning. Further, improvements were more pronounced, where the programme was implemented continually for three years. The researcher concluded that the programme made a positive impact on participating learners' knowledge and understanding of basic conceptual systems and scholastic functioning.

Foreword Karen E. Johnson Preface Lawrence Jun Zhang and Selim Ben Said Introduction Part 1. Policy in Education 1. The Politics of Comparison: The Global and the Local in English Language Teaching and Teacher Education David Hayes and Kyungsuk Chang 2. Developing Teacher Candidates' Target Language Proficiency: Challenges and Opportunities in a Supportive Institutional and Policy Environment Antoinette Gagne and Marlon Valencia 3. An English Teacher Education Initiative in South Korea: The Sociocultural Theoretic Analysis Eun-Ju Kim Part 2. Theory-Practice Nexus 4. The Role of Approaches and Methods in Second Language Teacher Education Nick Andon and Constant Leung 5. Infusing Real World Connections in TESOL Teacher Training Hongli Fan 6. Transformative Teacher Education in Action: Preparing Pre-Service Teachers to Support English Language Learners Davi S. Reis Part 3. Beliefs, Expectations, and Negotiating a Professional Self 7. Teaching Spoken English in China: The Relationship between Beliefs and Characteristics of University EFL Teachers Christine C. M. Goh and Chen Zan 8. Compliance, Negotiation, and Resistance in Teachers' Spatial Construction of Professional Identities Selim Ben Said and Chitra Shegar 9. Understanding Prospective EFL Teachers' Interest in Teaching Icy Lee Part 4. Reflective Practice, Feedback and Facilitation 10. Teacher Beliefs and Classroom Practices: A Case Study of an ESL Teacher in Canada Thomas S.C. Farrell and Barbara Tomenson-Filion 11. When Things Go Wrong: Feedback on Teaching Practice in TESOL Stephen Louw, Richard Watson Todd, and Pattamawan Jimarkon 12. Can Primary-Age Pupils Produce Teaching Materials? Ian McGrath Part 5. Teaching and Learning in New Times 13. EFL Teachers' Conceptual Development and the Transformation of Teaching through Narratives in the E-portfolio Tatsuhiro Yoshida and Katsunori Kambara 14. Speaking Like a 'Glocal': Using Computer-Mediated Communication in Language Teacher Education to Promote Network Learning Melinda Dooly 15. Beyond Borders, Beyond Expectations: Online Education and Responsive Teaching Deryn P. Verity Part 6. Teacher Learning in Cross-Cultural Contexts 16. Developing Intercultural Understanding in Teacher Education within the Context of Language and Literacy across the Curriculum Vitaliy Shyyan, William Dunn, and Laurent Cammarata 17. Chinese Sojourn Teachers' Perceptions and Experiences with K-12 U.S. Students: Implications for Cross-Cultural Classroom Management Wenying Zhou 18. Desire and Desirability: Perceptions of Needs in a Trans-National Language Teacher Education Program John Macalister Afterword Rethinking Global Perspectives and Local Initiatives in Language Teaching B. Kumaravadivelu

Recurrent restorying through language teacher narrative inquiry

This chapter examines various theories of and empirical findings on representational and conceptual development. We review empirical research on different areas of representational development, including the emergence of symbolic representation in infancy, pretend play, symbolic gestures, and the development of the use and comprehension of external representations (models, pictures). We focus on selective topics of conceptual development in childhood and late adulthood. Specifically, we summarize research on conceptual development in infancy, thematic and taxonomic relations, category induction, and the hierarchic organization of the development of taxonomies and the hierarchic organization of concepts. We conclude by highlighting the important role of distancing, social interaction, and the processes of differentiation and integration in representational and conceptual development. Keywords: representation; concepts; drawing; play; gesture

This article deals with conceptual development in an emerging activity, Technical diving. Tech divers are equipped with innovative, complex machines (the “rebreathers”) to perform deep dives. The developmental methodology of cross self-confrontation was used to investigate the psychological dimensions of safety in diving with a group of volunteers (divers and instructors). One sequence of these data helps us analyze carefully the development of one concept in use in this milieu, the “confidence in the machine.” Building on 30 years of French-speaking research in work analysis on conceptualization in the work activity, we highlight the conflicting nature of the professional concepts as well as their multifunctionality. In the sequence analyzed in this article, the conceptual development takes the form of the discursive discovery of this complexity, which may open new possibilities for action (here, through the transmission of renewed concepts to other practitioners). The argumentative logics of the dialogical framework requires from the participants that they go beyond well-established knowledge to be able to convince both the researcher and their colleague. However, the stabilization of the concept emerging in this debate is related to its double anchoring: anchoring both in the emotions of the participants and in the professional genre of the milieu. This article shows the potential of the developmental methodology of cross self-confrontations in conceptual development: combining careful observation of routine behaviors, comparisons of personal habits, and thorough discussion of convergences and discrepancies, the methodology encourages reflexive practice and conceptual renewal.

The influence of cognitive and conceptual development on language development has been studied most extensively for the acquisition of the lexicon. There is, for example, a large body of research describing the acquisition of object names, and also of temporal adverbials like before and after. Relational terms like verbs, which not only encode semantic content but also establish a grammatical and logical relationship between their arguments, have only recently been explored in greater depth (see Merriman & Tomasello 1995 for a discussion of this negligence). Even less research has been carried out on the relationship between conceptual development and grammatical development. One of the few exceptions is work on the acquisition of temporal morphology. This has been seen as an ideal testing ground because there are clearly a number of cognitive prerequisites for encoding temporally remote events - most saliently, the ability to remember them.

Learning about the Earth through geoscience education is important in order to make informed decisions about the future of the Earth. The aim of this study is to examine students’ conceptual development on geoscience subjects based on inquiry-based learning. 7th grade students participated in this study. The researcher prepared lesson plans and activities connected with the aforementioned subjects in accordance with the inquiry-based learning model. In this study, the "Geoscience Concept Achievement Test (GCAT)" was used in order to obtain quantitative data, and it was applied as a pre-post test and also a retention test. Qualitative data obtained from 8 students, selected from the working group using the maximum sampling method, Science Writing Heuristics (SWH), interviews with the students, worksheets and assessment tests were used as qualitative data collection tools. The geoscience education program was implemented for 8 weeks. The results from quantitative and qualitative data showed that geoscience education positively affected 7th grade students' conceptual understanding of geoscience subjects. The results of the students' GCAT pre-test, post-test, retention test, SWH data, weekly interviews with the students and final interviews, revealed that the learning and teaching process applied in geoscience education positively affected their conceptual development regarding the subject of geoscience. Keywords: conceptual development, geoscience education, inquiry based education, mixed methods research

We examine the conceptual development resulting from an instructional experiment with an interactive learning environment in geometrical optics for introductory high school physics. How did teaching-learning processes come to change the ways in which students depicted various everyday optical situations in paper and pencil graphical representations? We view conceptual development as a process resulting in part from increasingly aligning one's practices to a target community by means of participating in a community of practice that uses the target concepts. For formal science learning, this participation requires changes in concepts, epistemological attitude, and in the development and use of representational tools, including diagrams and technical language, as a means of communication. Results of our instructional experiment indicated that students went through major conceptual developments as reflected in the diagrams they constructed and supported by other representational tools and as judged in terms of several perspectives: in identifying the formation of shadows and images, in recognizing the eye as a participating factpr in the optical system, and in changing the types of justifications they provided in their optical reasoning from presuppositional to causal.

In this thesis, I revisit the authoritarian character concept, as developed by members of the first-generation Frankfurt School. The authoritarian character concept (ACC) was a concept developed to understand the predisposition of individuals and societies towards seeking the domination of authoritarian demagogic as opposed to realising their own liberation. The need to revisit the ACC came about due to a noticeable rise of authoritarian demagogic leaders within liberal democracies. However, in researching the ACC, I observed that the dominant narrative was incorrect in its interpretation of the conceptual development of the ACC, and subsequently, is overly restrictive with regards to its conceptual parentage as it did not consider conceptual developments outside of 1936-1939. Therefore, in this project, I revisit the ACC with the aim of detailing a conceptually clear understanding of the ACC so that it could be used to help analyse the problem of contemporary authoritarianism. In revisiting the ACC, I hope to achieve four objectives. Firstly, to set out the foundations of the ACC by looking at the Frankfurt School and the conceptual makeup of the ACC. Secondly, was establishing a dominant narrative surrounding the ACC, which I termed the received view of the ACC. This received view holds the conceptual lifespan of the ACC as starting in 1936 and ending in 1939. Thirdly, to show that the received view of the ACC is incorrect with regard to the genesis of the ACC as work had been ongoing on the development of key concepts prior to 1936 and provide a revised account of the ACC to include this early conceptual development. Fourthly, to show that the received view of the ACC is incorrect with regards to the demise of the ACC, in 1939, as work was ongoing on evolving the ACC to meet more modern challenges well into the 1970s. Furthermore, these later developments of the ACC would ultimately complete the teleological arc of the ACC as a concept of Critical Theory as it is within these later developments that the ACC finally fulfils its goal of detailing a possible praxis that works towards an emancipated society.

Time planning passes through four conceptual development stages. These are Bar Chart, Network Diagram, Resources Constrained Project Scheduling (RCPS) and Time Planning under Uncertainty. Recent developments acknowledged uncertainties in time planning and categorized them in four major factors. They are Uncertainties of Detailing of Activities, Estimating Activity Durations, Resources Dependencies, and Task Dependencies specifically Merge Event Biases (MEB). As a result, CPM, PERT, Mathematical and Heuristic models, Monte Carlo Simulation, Successive Principles and Theory of Constraints (TOC) are developed for Time planning approaches. This paper tries to review these conceptual developments for use in Practical applications and for R&D. Keywords : Time planning, CPM, PERT, MCS, Successive Principle, Theory of Constraints African Research Review Vol. 2 (4) 2008: pp. 88-112

This chapter considers conceptual developments within the study of athlete/peer leadership. It provides a definition of athlete leadership and then summarizes the theories and measurement pertaining to the examination of athlete leadership. Sport psychology researchers have utilized qualitative methods in an attempt to extend our limited knowledge of athlete leadership. Athlete satisfaction is another individual-level factor that has received some attention with respect to athlete leadership. The chapter offers some practical implications of athlete leadership and highlights an approach to developing athlete leadership. Athlete leadership development has been suggested in organizational psychology that leadership development must incorporate elements of four approaches to be effective: conceptual development, personal growth experiences, leadership behavior development, and feedback. Development of personal growth centers on a variety of themes including building self-efficacy, role clarification, fortifying self-esteem, identifying strengths and weaknesses, and discovering personal barriers and limitations. The importance of incorporating feedback into athlete leadership development is critical to the training of athletes.

Unravelling peer assessment: Methodological, functional, and conceptual developments

ABSTRACTThis review paper has the aim of systematically analysing studies published in five hospitality journals over the period 2000 to 2016. The review was organized around four broad themes (conceptual developments, measurement of consumer satisfaction, methods used to research consumer satisfaction, and antecedents and outcomes of consumer satisfaction). The findings show that more than half (110 studies) of studies published across all five journals do not provide a specific definition of consumer satisfaction. Research on this topic is biased toward quantitative methods at the expense of qualitative and mixed methods in all five journals. Researchers have investigated various determinants of customer satisfaction such as equity and fairness perceptions, emotions, corporate social responsibility, and employee satisfaction. The positive consequences of satisfaction on loyalty, behavioural intentions and switching costs are well established. However, several gaps in the current literature are evident and these are highlighted in this review.