Conceptual Change Research Articles

Authentic assessment training for university teachers

ABSTRACT A training course grounded in the principles of authentic assessment was implemented with 24 academics from two Chilean universities. Through a single-group pre-test/post-test design, the change in the evaluated parameters was analysed to determine the strengths and weaknesses of the conducted training. By the end of the course, the assessments were more contextualised, requiring the application of analysis and transfer skills, aligning with the competencies outlined in the graduation profile. Teachers included more open-ended questions focused on knowledge construction and fewer closed-response questions that required memorisation. Additionally, they reduced their beliefs about teaching as transmitting information, and the idea of provoking conceptual change in their students grew. This study shows that training in authentic assessment facilitates a change in the teacher’s beliefs about teaching and assessment, towards teaching focused on conceptual change and assessment for and as learning. It also promotes the transformation of assessment instruments to be more realistic, challenging, and feedback-oriented.

JUDICIAL INTERPRETATION AS INFORMAL CONSTITUTIONAL CHANGES: QUESTIONS OF LEGITIMACY IN THE ASPECT OF THE DOCTRINE OF CONSTITUENT POWER

Background: Stability is considered a traditional legal value, particularly in relation to the stability of the constitution. This emphasis on stability stems from the need to protect the text of the constitution from frequent and unreasonable changes. However, stability must be combined with dynamism, a task primarily shouldered by the judicial branch of power through constitutional interpretation. Notably, ideas of judicial rule-making and the notion of a living/invisible constitution are only some manifestations of such a phenomenon as informal changes to the constitution. Yet, the potential risks posed by judicial intervention and the legitimacy concerns surrounding such informal changes warrant scrutiny. What is the correlation of informal constitutional changes through interpretation with the traditional doctrine of sovereign constituent power? What should be the limit of the interpretation of the constitution so that such an interpretation is not recognised as abusive? These and other issues are the focal point of research in the article. Methods: The following methods were used to research the main approaches to informal changes to the constitution. The system-structural method was used to characterise the concept of a living and invisible constitution and varieties of informal constitutional changes and to establish the relationship between these concepts. The logical-legal method made it possible to find out the content of the positions of scientists regarding the potential violation of the boundaries of interpretation of the constitution by the courts, as well as arguments for and against the legitimacy of judicial interpretation, an assessment of informal changes in the constitution from the standpoint of modern views on the doctrine of constituent power. Additionally, the comparative method was employed to study the experience of foreign countries in terms of the characterisation of binding interpretation. Results and Conclusions: The study analyses the current state of the concept of informal changes to the constitution through judicial interpretation, its connection with the doctrine of constituent power, as well as the question of the legitimacy of such an interpretation and its limits. The primary conclusion is that judicial activity guarantees the protection of the material constitution, principles and human rights. That is, the judiciary does not allow sovereign decisions made democratically (by the people) to infringe on human rights. Thus, the text of the constitution is interpreted in a conformal way to individual rights. Questions about the role of the judiciary, the possibility of informal changes to the constitution, and judicial lawmaking as such can be an indicator for distinguishing between authoritarian/totalitarian countries and democratic ones.

Structural capital: essence and role in ensuring technical and technological development

Methods. The research is based on the use of such methods as: abstraction – when establishing the essence of the category of «structural capital», logical and historical – when researching the origins of theories of technological determinism, grouping – when classifying theories of technological determinism and components of structural capital, structural-functional – when determining the influence of each of the components of structural capital on the technical and technological development of society. Results. The work defines the methodological origins of the theories of technological determinism and evolutionary concepts of technological changes. Within the theories of technological determinism, two groups of conceptual approaches to the study of technical and technological development are distinguished, namely: theories of economic futurology and transformation of the economy. The second group of theories is recognized as the most constructive in the study of the factors of technical and technological development, since it is in them that changes in structural and organizational and legal factors are considered. Different essential content of the «structural capital» category has been demonstrated. It is proposed to consider the components of structural capital in view of its material and immaterial characteristics. Material assets include the results of human activity that can be codified, documented and legally protected. Intangible assets include elements that reflect the intangible side of production processes and combine all those elements that cannot be codified, documented and legally protected. Novelty. Taking into account the nature of changes caused by the action of technical and technological factors, the theory of technological determinism is divided into the concept of economic futurology and the theory of transformation of the economy. The use of the methodological potential of the latter made it possible to distinguish material and immaterial components of structural capital and establish the role of organizational factors in the technical and technological development of society. Practical value. Improved methodological approaches to the classification of theories of technological determinism and the grouping of elements of structural capital allow to more accurately identify the factors influencing technical and technological development and predict the consequences for the functioning of the economic system of society.

Experience of multidisciplinary medical teams on humanistic palliative care in oncology wards: a descriptive qualitative study in Southern China

ObjectivesThis study aimed to explore the experiences of multidisciplinary medical teams in implementing humanistic palliative care within the oncology ward.DesignPurposive and snowball sampling methods were used in this qualitative study,...

"How can our children learn from us about our way of life or understand who they are?": Residential schools and their impact on the wellbeing of Indigenous youth in Attapadi, South India.

Residential schools are commonly used in India to provide education for Indigenous youth, which requires young people to stay for long periods at distance from their families and communities. Internationally, there is clear evidence for the deleterious effects of residential schools on the mental health and social and community outcomes of Indigenous children, however little is known about the Indian Indigenous experience. This study examined the impact of residential schooling on Indigenous children's wellbeing and that of their communities, using data from an ethnographic research project in Attapadi, Kerala, including interviews, focus group discussions and participant observation with Indigenous communities. Key outcomes from residential schooling reported by the participants include the fear of losing Indigenous identity, shame of being Indigenous, change in the attitude of young people when they returned from schools, and feelings of confusion and stress that young Indigenous participants felt trying to fit into their communities on their return. Findings suggest that these Indigenous youth felt disconnected from several factors that are known to promote resilience for Indigenous communities including a strong cultural identity, connection to the land and ancestors, thereby making them more vulnerable to poor mental health and negative impacts on their overall wellbeing. Addressing these concerns requires a detailed understanding of the specific factors influencing outcomes for Indigenous youth within the Indian residential schooling system, and designing and implementing data-informed conceptual, structural and policy change including the provision of culturally safe mental health services.

Development of a Unified Specimen for Adhesive Characterization-Part 2: Experimental Study on the Mode I (mDCB) and II (ELS) Fracture Components.

Adhesive bonding has been increasingly employed in multiple industrial applications. This has led to a large industrial demand for faster, simpler, and cheaper characterization methods that allow engineers to predict the mechanical behavior of an adhesive with numerical models. Currently, these characterization processes feature a wide variety of distinct standards, specimen configurations, and testing procedures and require deep knowhow of complex data-reduction schemes. By suggesting the creation of a new and integrated experimental tool for adhesive characterization, it becomes possible to address this problem in a faster and unified manner. In this work, following a previous numerical study, the mode I and II components of fracture-toughness characterization were validated experimentally in two different configurations, Balanced and Unbalanced. For mode I, it was demonstrated that both configurations presented similar numerical and experimental R-curves. The relative error against standard tests was lower than ±5% for the Balanced specimen; the Unbalanced system showed higher variations, which were predicted by the numerical results. Under mode II, the Balanced specimen displayed plastic deformation due to high deflections. On the contrary, the Unbalanced specimen did not show this effect and presented a relative error of approximately ±2%. Nonetheless, it was proven that this approach to obtain such data by using a single unified specimen is still feasible but needs further development to obtain with similar precision of standard tests. In the end, a conceptual change is proposed to solve the current mode II issues.

Conceptual Change of ‘Teaching’ among Experienced Teachers after Studying Attentive Teaching

One of the obstacles preventing change of teaching methods in schools is teachers’ traditional conceptualizations of ‘teaching’ as transmissive and teacher-centered. The aim of this study was to track changes in experienced teachers’ concept of ‘teaching’, following their exposure to attentive teaching. This is a dialogical method in which the learners represent their concepts in drawings and written explanations, and discuss them with their teacher and peers. Method: This was a multiple-case study. The participants were three teachers who attended an attentive teaching professional development course. They drew ‘teaching’ in the first, sixth, and the last, fifteenth, session, and provided explanations of their drawings. Findings: At the start of the course, they described teaching as a unidirectional process of transmitting knowledge. In the middle, they became more aware of the students as individuals who should be listened to. By the end of the course, teaching was portrayed as multi-directional (and enjoyable), so that all the participants, including the teacher, teach and learn from each other. Conclusions: This study shows that by studying, experiencing, and implementing attentive teaching, it is possible to change experienced teachers’ traditional beliefs without directly challenging them, and that drawings can track the changes’ trajectory.

Seventh-Grade Students’ Relational Conceptual Change and Science Achievement: Photosynthesis and Cellular Respiration Duo

Seventh-Grade Students’ Relational Conceptual Change and Science Achievement: Photosynthesis and Cellular Respiration Duo

Concept mapping and conceptual change texts: a constructivist approach to address the misconceptions in nanoscale science and technology

Nanoscale Science and Technology (NST) is a rapidly evolving field with profound implications for various industries and our everyday lives. However, misconceptions among learners can hinder their ability to grasp the fundamental concepts of NST, thereby impeding their potential contributions to this advancing domain. Concept maps (CM) and conceptual change texts (CCT) are graphical and written representations of knowledge that enable learners to visualize relationships between concepts and assess the coherence of their understanding. In this pursuit, we engage with the concept of rehabilitation for misconceptions, viewing the learning process as a transformative journey akin to cognitive rehabilitation. Through this CM-CCT constructivist approach, learners are encouraged to engage in critical reflection, self-questioning, and peer discussions, which facilitate the identification of misconceptions. Moreover, CM-CCT provide a structured framework for presenting accurate information about NST, offering a clear depiction of the hierarchical and interconnected nature of nanoscale phenomena. The aim of this study was to evaluate the effectiveness of CM-CCT in correcting the misconceptions of undergraduate university students regarding nanotechnology and the taxonomy of nonmaterial. Prior to the implementation of the CM-CCT, an assessment of pre-existing knowledge of the students was performed through the structure of the observed learning outcomes (SOLO) taxonomy. A quasi-experimental research design was carried out. A total of 70 undergraduate university students, divided into two intact groups, were cross-examined for the study. Further, before and after the instructional tools, an achievement test based on nanotechnology and classification of nonmaterial was conducted, covering all six cognitive domains of the Bloom taxonomy of educational objectives. Data analysis revealed that the instructional tools based on constructivist approach had a statistically significant impact on students for elimination of their misconceptions about nanotechnology, nano science and classification of nonmaterial.

Mathematical Symbols in Academic Writing: The Case of Incorporating Mathematical Ideals in Academic Writing for Education Researchers

Mathematical symbols, such as those embodying quantum concepts, are indispensable for conveying complex ideas and relationships in academic writing. However, some education researchers and students keep a distance from anything mathematical: algebraic equations, geometrical reasoning, or statistical symbols. How to lower the access threshold for this type of mathematical narrative and reveal the meanings of a range of quantum conceptions to modern educators thus becomes a real problem. Using the pendulum motion equation as a reference point, I argue in this article for the advantages of academic English or French writing genres that fuse a range of mathematical symbols of quantum concepts and conceptual change. Such writings help demonstrate how incorporating the idea of probability (a) refines the debate among conceptual, verbal, and mathematical academic writing; (b) allows new conceptions that draw on the insights from quantum cognition-supported theories; (c) helps explain students’ understanding of mathematical symbols; and (d) offers a new taxonomy for categorizing academic writings.

Do CEOs with new compound surnames have better ESG performance? Evidence from China

In the cultural context of “the children follow the father's surname,” the incorporation of both parents' surnames into the children's surnames (i.e., the “new compound surnames” phenomenon) reflects the conceptual change that occurred during the modernization of society. Using a sample of Chinese A-share listed firms from 2011 to 2020, this study examines whether firms led by CEOs with new compound surnames are associated with better environmental, social, and governance (ESG) performance. We find that firms led by CEOs with new compound surnames have significantly higher ESG performance scores. This finding holds after an array of robustness checks. We also find that the effect of CEOs with new compound surnames on ESG performance is more pronounced for non-state-owned enterprises, firms led by CEOs with lower personal economic motivation, and firms located in areas with higher marketization. Our study contributes to the research on executive characteristics and informal institutions by exploring the informativeness of CEOs' new compound surnames and has important implications for corporate governance.

An Explication of Anthropogenic Climate Change in Anuradha Roy’s An Atlas of Impossible Longing

Objective: Climate change is an alarming concept prevailing as a threat to human existence. The paper aims to emphasise on climate change, a concern for environment portrayed in Anuradha Roy’s novel An Atlas of Impossible Longing (2008). Extending this hypothesis, the paper aims to scrutinize the changes happening in the climate and environment in the novel during the partition period in India. Method: The researchers have used qualitative research and to bring this research with a descriptive approach. However, the researcher lays out the study under the main theory of ecocriticism and narrows it down to the specific concept of ‘Climate change’. Result: The novel An Atlas of Impossible Longing (2008) is set on the outskirts of West Bengal, which is located in the northern part of India. A widower character in the novel is finding it difficult to get attached to his motherless daughter who is quite close to an orphan boy named Mukunda, adopted by the family. The characters in the novel live in tune with nature and find certain difficulties to continue their lifestyle because of climate change. Conclusion: In the explication on the concept of ‘climate change’ the researcher examines the relevant concepts like anthropocentric and anthropogenic which might be the cause of climate change. The main scope of this paper is to prioritize the concept of climate change for sustaining nature.

Conceptual change management framework for effective use of examination administration system: a systemic review

This paper systematically reviews literature with the aim of conceptualizing a change management framework for the effective use of the Examination Administration System (EAS). Information systems (IS) change management factors in the implementation and the post-implementation phases are systematically reviewed to identify 37 reports between 2015 and 2023 and content was analyzed. Post-acceptance phase poses many challenges that often result in resistance from the user community thus relinquishing the expected gains. This paper explains change management factors in the post-implementation phase of information systems as they are not adequately addressed in existing literature. The conceptualization of the change management framework draws on the integration of the Unified Theory of Acceptance, Use of Technology and Effective Use Theory and nine change management factors as facilitating conditions. The paper concludes that effective use of EAS is realized through change management factors (i.e., user training, top management support activities, information flow, planning EAS as a change, change shared vision, performance measurement, user involvement and change recognition, user satisfaction and effective communication). This study further adds the indirect mechanisms (i.e., technology use and IS adaptive use) through which the change management factors can impact effective use. The study provides a useful guide to the practitioners and researchers to explain the change management strategies for the effective use of information systems and improve it. This paper also proposes that future studies adapt and/or empirically test conceptual change management apparatus for effective use to ascertain its validity within various contexts.

Conceptual Change und sprachbezogene Konzepte – eine theoretische Annäherung

The construct of conceptual change is used in teaching-learning research to express the change in learners' specialised concepts. This profound change relates to ideas and knowledge structures. However, there is no standardised theory of conceptual change, as proposed by research in the natural sciences; rather, there are two central perspectives and various forms of interpretation. In the German didactic discourse, there is more frequent talk of ideas or pre-concepts that students have in relation to language, but this is not usually based on a comprehensive theoretical understanding of conceptual change as a mental change process. In this article, we will first introduce the two perspectives that characterise the (scientific) discourse in order to then theoretically negotiate conceptual change in relation to students' language-related concepts. This is an initial theory-based approach and at the same time a search movement with the aim of introducing conceptual change into the discourse as a possible perspective on changing cognitive-linguistic dispositions in language learning and development processes.

Vorwissen aus Erfahrung mit Sprache(n) – eine Basis für Conceptual Change?

According to large scale performance surveys, students show rather weak systematic metalinguistic knowledge and struggle to express their observations. Due to their language awareness, though, they build up metalinguistic knowledge based on their individual language experience, which invites discussing “conceptual change” as a theoretical concept for learning (1), even though the quality and the structure of metalinguistic knowledge remain to be explored further (2). This paper discusses examples of a project exploring how metalinguistic reflection outside the classroom is related to individual experience, e. g. multilingualism. The examples will be discussed to ask if they correspond to “conceptual change”, what impact the findings of the project have on didactics of language and how they could encourage metalinguistic discourse in the classroom (4).

Characterizing the dynamic learning process: Implications of a quantitative analysis

Understanding the neural mechanisms involved in learning processes is crucial for unraveling the complexities of behavior and cognition. Sudden change from the untrained level to the fully-learned level is a pivotal feature of instrumental learning. However, the concept of change point and suitable methods to conveniently analyze the characteristics of sudden change in groups remain elusive, which might hinder a fuller understanding of the neural mechanism underlying dynamic leaning process. In the current study, we investigated the learning processes of mice that were trained in an aversive instrumental learning task, and introduced a novel strategy to analyze behavioral variations in instrumental learning, leading to improved clarity on the concept of sudden change and enabling comprehensive group analysis. By applying this novel strategy, we examined the effects of cocaine and a cannabinoid receptor agonist on instrumental learning. Intriguingly, our analysis revealed significant differences in timing and occurrence of sudden changes that were previously overlooked using traditional analysis. Overall, our research advances understanding of behavioral variation during instrumental learning and the interplay between learning behaviors and neurotransmitter systems, contributing to a deeper comprehension of learning processes and informing future investigations and therapeutic interventions.

„Man muss an dem Wort richtig arbeiten, bevor man es versteht“: Sprachbezogene Zugänge zum Metaphernverstehen in der Sekundarstufe I

Based on two explorative studies on metaphor comprehension (methods: thinking aloud; intervention with questionnaires), we discuss the ways students at the end of lower secondary school refer to their linguistic knowledge. In collected meaning explanations of composite metaphors, three levels of reference to grammatical knowledge can be detected: implicit references, explicit, dysfunctional references, and explicit, functional references. The article discusses the extent to which language-related concepts of students can be changed in terms of a conceptual change approach. The findings support the assumption that conceptual change occurs in stages and emphasize the need to teach terminology.

Kausalsätze verstehen: Schülervorstellungen zu kausalen Zusammenhängen und kausalen Konnektoren

Research on connectors is an indispensable part of German didactics, since they contribute decisively to the creation of coherence and facilitate the reception of texts. What concepts students have about (causal) connectors is rarely addressed in didactic research. Yet, the elicitation of students' concepts is a central starting point to make new knowledge connectable and to enable knowledge construction (cf. Gropengießer & Marohn, 2018). In this paper, we will discuss the results of an exploratory qualitative study in which language-related student concepts of causality and causal connectors were collected, which is an important starting point of the conceptual change approach (cf. Möller, 2007; Benesch & Winkler, 2016). Via cooperative thinking aloud (cf. Schuttkowski, Rothstein, Schmitz & Gräsel, 2015), the concepts of five student tandems (n = 8 students) on causal connections and causal connectors were videographically elicited and analyzed using content structuring qualitative content analysis (cf. Kuckartz, 2018). The meta-linguistic utterances show that sixth grade students have a broad range of different concepts about causal connections and the function of causal connectors.

Entwicklung metasprachlicher Wissenskonzepte über Nomina in der Primarstufe

This paper deals with students‘ metalinguistic knowledge concepts of sentence-internal capitalization of nouns in elementary school. It was investigated whether students are able to consciously and intentionally use their metalinguistic knowledge in partially open metalinguistic contexts. Students‘ metalinguistic knowledge was modeled and analyzed according to the conceptual change approach, distinguishing between pre-concepts, pre-scientific concepts and scientific concepts. It was found that most students are able to use their metalinguistic knowledge strategically. However, the activated knowledge content is often not effective in solving a task.

Do Real Contradictions Belong to Heraclitus’ Conception of Change? The Anti-cognate Internal Object Gives a Sign

Abstract Heraclitus uses paradoxical language to present the relationship between opposites in his worldview. This mode of expression has generated much controversy. Some take the paradoxes as evidence of a contradictory identity of opposites (Barnes), while others propose a dynamic union through transformation without identity that avoids the contradiction (Graham). By examining B88 and B62, I seek to identify the stronger and weaker points of such readings. The contradictory identity reading thwarts the transformation between opposites. The dynamic reading offers a plausible alternative. However, it skips a characterization of how Heraclitus conceives of the transformation between opposites in physical terms. To fill this gap, I consider Heraclitus’ use of what I call the anti-cognate internal object in B62. I argue that ‘living the death and dying the life’ is a case of change as mixture, a popular conception among the early Presocratics. Upon closer examination, the anti-cognate internal object suggests that real contradictions belong to Heraclitus conception of change. The details reveal a philosophically compelling view.