Cognitive Structure Of Students Research Articles

Analysis of Misconception of Elementary School Teacher Study Program UKI Toraja Lectures about Fraction

. As a result of misconceptions, new knowledge will not be properly integrated into students' cognitive structures. If a student learns a new concept and processes it into the student's cognitive structure, which mixes with the concept, it can lead to improper understanding. Therefore, it is the misconception that needs to be understood before it can be acted upon. Understanding mathematical concepts is an important foundation for solving mathematical problems and everyday problems. With a good understanding of mathematical concepts, students will easily remember, use, and rearrange a concept that has been learned and can solve various variations of mathematics. Therefore, understanding the concept is used as one of the three aspects of assessment in learning mathematics. Fractions are basic mathematics material that must be reached by prospective elementary school teacher students. The complexity of this material sometimes results in errors that not only occur to students, but also occur to teachers. This research was conducted with the hope that after knowing the misconceptions of prospective elementary school teacher students, it can be considered for mathematics lecturers in designing and managing the learning process so that later it can improve the understanding of prospective elementary school teacher students in terms of concepts and strategies before teaching in elementary schools.

Improving Elementary School Students' Understanding of the Concept through Meaningful Learning in David Ausbel's Perspective

Meaningful learning proposed by David Ausubel is a process that connects new information with relevant concepts that exist in the cognitive structure of students. The purpose of this study was to determine the level of understanding of the concept of elementary school students through meaningful learning (meaningful learning) David Ausubel. The method used in this research is descriptive qualitative research method. The results show that the use of Ausubel's meaningful learning theory in learning is the main attraction for students in carrying out learning activities, because the use of this strategy is a new way for them to acquire and develop their knowledge, in which students' cognitive abilities increase. In the learning process with Ausubel's meaningful learning theory, there are factors that support and hinder the learning process. Supporting factors such as teacher pedagogic competence and adequate infrastructure. While the inhibiting factors, namely the differences in the abilities and characteristics of students who are different and the spirit of learning is different.

Determining university students' cognitive structures and alternative concepts on striated muscle by word association test

Background and Study Aim. Muscles are a set of topics for physical education and sports. Cognitive structure and alternative concepts of students should be diagnosed about striated muscles, which are very rich in terms of abstract concepts. The aim of this research is to determine the cognitive structures, alternative concepts and conceptual change process of university students on striated muscle with the word association test.
 Material and Methods. 50 students who took physiology course in Selcuk University physical education and sports teaching 2nd year participated in the research. The research was designed with a single group pretest posttest weak experimental design. The students were given a pre-test Word Association Test (WAT), then the subject of striated muscles in the training information curriculum was explained, and then WAT was re-applied as a post-test. As a result of the tests applied, the frequencies of the answer words given by the students to 11 key concepts were calculated and the cut-off points were determined and concept networks were created. In addition, the sentences formed by the students about these concepts were examined in terms of misconceptions.
 Results. We found that the students produced 44 answer words in the pre-test and 64 in the post-test, and the frequency of many concepts increased in the post-test compared to the pre-test. However, an increase in the knowledge level and concept associations of the students at the desired level was not observed. In addition, we determined that although the students' misconceptions about striated muscle decreased in the post-test compared to the pre-test, they still continued, and the students generally had unscientific or superficial knowledge in both tests.
 Conclusions. As a result of the research, it was determined that there was a significant change in the cognitive structure of the students about the skeletal muscle, although it was not at a sufficient level, and their misconceptions were reduced. It has been concluded that the WAT is an important alternative assessment tool to determine the conceptual development in preliminary and post-knowledge, as well as a strategy that can be used to ensure meaningful learning and conceptual change.

Exploration of Mathematics Concepts in QS An-Nur

This article reveals exploration of mathematical models and concepts in <em>QS An-Nur: 24:26</em>. This research stems from the ineffectiveness of learning mathematics because the process does not begin with students' initial understanding. In fact, according to NCTM, teaching and learning will be effective if it starts from what students know. In Islamic school students, initial knowledge can be extracted from the Qur'an because the Qur'an is a learning tool in believing in Islam, so it is recognized that the verses of the Qur'an are contained in the cognitive structure of students, which can facilitate learning. Unfortunately, the sources of learning mathematics and the Qur'an used by Islamic schools have not covered all topics of learning mathematics, so to complete it, it is necessary to model the verses of the Qur'an related to mathematics. This research was conducted to obtain mathematical modeling and concepts at the high school/equivalent level using the Miles and Huberman analysis method combined with Blum and Leib modeling and Abdussakir theory and Pseudo concrete. Based on the combination of analytical theory, the modeling and mathematical concepts contained are relations, surjective and bijective functions, inverse functions, and reflections.

Research on the Dynamic Evaluation Mode of Advanced English Teaching

Based on the dynamic evaluation theory, combined with the characteristics of English language teaching and teaching objectives, this paper constructed a dynamic evaluation mode for the "Advanced English" course. The evaluation mode divided Advanced English teaching into four teaching sections: pre-class online self-learning, classroom partner interaction internalization, after-class study notes evaluation and feedback, and subject paper project refinement and improvement; through the establishment of a " curriculum learning portfolio", evaluation runs through the entire teaching process, promotes the organic combination of teaching and evaluation, and realizes the cultivation of students' individual cognitive strategies and the stimulation of their learning potential. The dynamic evaluation mode of Advanced English course plays a positive role in shaping the cognitive structure of students and developing other related course evaluations.

Effectiveness of the Implementation of Cognitive Conflict Strategy Assisted by e-Service Learning to Reduce Students' Mathematical Misconceptions

Students' mathematical misconceptions are types of errors that are carried out consistently in different contexts as a result of errors in the cognitive structure of students. The purpose of this study is to describe the types of errors made by students in solving mathematical problems and determine the effectiveness of the application of assisted by e-Service Learning, in reducing misconceptions and improving students' mathematical problem-solving abilities. The population of this study was seventh-grade junior high school students in Buleleng Regency. The sample of this study consisted of 109 students spread across three school areas, determined by the area cluster random sampling technique. Research data were collected using tests, observation sheets, and interview guidelines. Data analysis was performed descriptively qualitatively and using the t-test. The results of this study were the number of students who experienced substantial errors of 29.4% consisting of 22.2% misunderstanding the concept and 7.2% misconceptions; and technical errors 41.7% consisting of 13.6% arithmetic errors, 14.5% procedural errors, and 13.6% symbol errors. The application of Cognitive Conflict Strategies assisted by e-Service Learning can reduce students 'misconceptions by 85% and is effective in improving students' mathematical problem-solving abilities.

Representation of knowledge in digital educational environments: A systematic review of literature

The representation of knowledge is a process widely used in education for its potential to generate deep learning, metacognition, and also in mapping the student's cognitive structure while developing a broad spectrum of thinking skills. Notwithstanding the abovementioned benefits, the development and evolution of new digital ecologies of learning is still an unexplored field for knowledge representation systems. As part of a larger study, this article shows the process and results of a systematic review of literature on knowledge representation systems, with the purpose of identifying the foundations and main applicable instruments of digital educational environments. Among the most representative findings of this review is that despite the existence of a large number of educational experiences that have incorporated both physical and digital knowledge representation tools, their use has been restricted almost entirely to the understanding of concepts and the assessment of learning in non-collaborative environments. These findings suggest the relevance of studying the representation of knowledge in digital collaborative contexts that facilitate the development of thinking skills for the digital age, and the need for co-creation and transformation of knowledge. Together these suggest a new perspective on knowledge representation for digital ecologies of learning.

Investigating the Cognitive Structure of Biology Preservice Teacher about Central Dogma of Molecular Biology Through Word Association Test

In this study, word association test (WAT) was used to investigate the cognitive structure and level of understanding of biology preservice teacher students regarding the central dogma of molecular biology. Analysis of WAT’s response words showed that the cognitive structure of students was grouped into 6 categories, namely: “molecules that play a role” “stages and processes that occur” “place in progress” “products” “synonyms/other terms” and “important role” The sentences analysis of the WAT response showed that biology preservice teacher students more often use the information processing mode “define” and “describe” in explaining the central dogma of molecular biology compared to “comparing” and “concluding” The results of the study concluded that cognitive structure and conceptual understanding of students on the topic of the central dogma of molecular biology were still deficient and not comprehensive. In addition, the implications of this study are presented at the end of the article.

Aprendizagem significativa sobre polímeros a partir de experimentação e problematização

Neste estudo investigamos sobre a aprendizagem de alunos da terceira série do ensino médio em aulas de química por meio atividades relacionadas ao conteúdo Polímeros em uma Sequência Didática (SD). A metodologia utilizada empregou abordagem do tipo qualitativa, utilizando alguns elementos de análise textual discursiva, fundamentada em atividades experimentais. Os alunos participantes da pesquisa formaram dois grupos, sendo um composto por alunos de uma escola da rede privada e outros de uma escola da rede pública de ensino. Inicialmente foram investigados os conhecimentos prévios dos alunos sobre o conteúdo em questão, com base na Teoria da Aprendizagem Significativa. Em seguida, as atividades da sequência didática foram desenvolvidas e se procedeu à análise dos discursos dos alunos por meio das respostas a questionamentos. As estratégias utilizadas se mostraram motivadoras e serviram como organizadores prévios para os subsunçores. À medida que os subsunçores tornaram-se mais elaborados foi possível aos alunos compreender informações novas e aprender significativamente. Nesse contexto, podemos considerar que as atividades da SD se relacionaram com os conceitos sobre polímeros já existentes na estrutura cognitiva de cada aluno.

A Comparative Approach on the Axiological Values and Options of Pre-Academic Teachers at the Beginning of the Third Millennium. Case Study

Teachers (in pre-academic education) are one of the contagion factors for the new generation (perhaps the most important and most authorized factor). They influence not only the cognitive structure of students, but also the axiological one. That's why we found it important and necessary to decipher the system of values and axiological options of teachers in pre-academic education (with their continuities and discontinuities), spiritual components which leave their print on their daily relations with students, on the axiological atmosphere they more or less intentionally create in class, while teaching.

대학캠퍼스 건축물에 대한 이미지평가에 관한 연구

In this study, we performed the psychological analysis on campus facilities for university students with the observation that the evaluation on the physical environment of the campus is related to the image evaluation of the campus users. Specifically, we investigated the cognitive structure and the image evaluation structure of users, i.e., students, on the architectural and morphological elements of campus buildings. The investigation results are summarized as follows. 1) The cognitive structure of students on the architectural and morphological elements was different from building to building. In the case of architectural elements, the campus buildings were rated high, if they were designed with emphasis on symbolic elements, while the campus buildings with simple design were rated low. However, the morphological elements exhibited the opposite results. 2) We extracted six factors by performing the factor analysis for image evaluation. From the analysis results, we found that students showed a different structure of image evaluation for each building. In addition, the image evaluation structures were found to be related with the cognitive structures on architectural and morphological elements. 3) We also performed the correlation analysis between image evaluation structure and cognitive structure on architectural and morphological aspects. The analysis results indicated that each building showed different correlation patterns. In addition, the overall image became better, as they appraised "clarity" and "uniformity" more highly.

Contribuições da Teoria da Aprendizagem Significativa para a aprendizagem de conceitos em Botânica

The study was conducted in a school of the black community of Furnas do Dionísio (Jaraguari, Mato Grosso do Sul State). For its realization, initially, a test with questions of botany was applied to the students to identify the absence or presence of subsumers classified into adequate or partially adequate. This analysis was used for the planning and production of instructional strategies in order to facilitate interaction between new information and background on the student's cognitive structure in order to promote learning. After, educational interventions have been proposed based on dialogue between traditional knowledge and science in the classroom. Based on the results of these strategies and concept maps based on the Theory of Meaningful Learning of David Ausubel, built by students on the proposed content, we concluded that learning was satisfactory. Taking into account the methodology used to investigate the local knowledge about medicinal plants, it is concluded that this contribution was significant to the learning of botany.

Desentrañando la lógica interna del Constructivismo Social de Vigotski

El desarrollo cognitivo y los procesos de aprendizaje se relacionan de manera dialéctica en el individuo que forma parte de un contexto determinado, esa unidad de contrarios, producto de la interacción social, le permite pensar la realidad y actuar sobre ella hasta llegar a construir la historia, no sólo de sí mismo, sino del contexto. La lógica dialéctica interna del discurso de Vigotski se mantiene en el análisis de relaciones como lenguaje y pensamiento, individuo y sociedad, cultura y biología, colectividad e individuo. La dimensión social de su pensamiento constructivista y su consecuente concepto, la Zona de Desarrollo Proximal, permiten visualizar lo paradigmático de su propuesta y las múltiples posibilidades para el terreno pedagógico actual. Su constructivismo es un pensamiento coherente que se plantea como un proceso en construcción permanente, no sólo porque se construye de manera colectiva, esto es, en la interacción social, sino porque nunca es un producto acabado. Los aprendizajes se vuelven significativos en la medida en que se crea una ZDP, en la interacción entre profesores y alumnos, que facilita la adquisición y asimilación de los nuevos conocimientos, siempre que estén articulados a los conocimientos previos con los que cuenta cada estudiante en su estructura cognitiva; de esta manera los procesos de aprendizaje se pueden convertir en motores del desarrollo.

Defining Personal Epistemology: A Response to Hofer & Pintrich (1997) and Sandoval (2005)

Some researchers, including B. K. Hofer and P. R. Pintrich (1997) and W. A. Sandoval (2005), argue for defining personal epistemology as views about the nature of knowledge and knowing but not views about the nature of learning. Others continue using a more expansive definition of personal epistemology that includes views about learning. I argue that the scope of personal epistemology should not be decided entirely a priori. If people's views about the nature of knowing and knowledge turn out to be separable from (despite being intertwined with) their views about the nature of learning, then it makes sense to define 2 separate areas of study corresponding to those 2 separable sets of psychological constructs. From some theoretical perspectives, however, empirical results may support the interpretation that views about knowledge are inseparably entangled with views about learning. In that case, excluding views about learning from personal epistemology obscures rather than elucidates the content and cognitive structure of students' views. To be clear, I do not think the community should decide, now, to etch “views about the nature of learning” into the definition of personal epistemology. I argue instead that it is more productive not to converge on a definition until further empirical and theoretical progress points us toward the best way to “cut up [nature] … along its natural joints” (Plato, 1995, p. 64).

Reflexiones en torno al concepto de energía. Implicaciones curriculares

After an analysis of the difficulty of the energy concept, the paper proposes a review of this subject in the traditional way, in secondary school curricula, in favor of the incorporation of sorne Thermodynamics concepts. Without these, the energy concept is limited and in this manner conditions its incorporation to the student's cognitive structure by losing a large part of its explanatory power.

Investigating the cognitive structure of students studying quantum theory in an open university history of science course: a pilot study

Concept maps have been used to present information and to facilitate learning by students constructing their own maps, but there have been few studies on concept maps as a tool for research into the nature of student learning and the evaluation of the effectiveness of teaching. In setting concept mapping exercises two main issues have been identified, the framework in which students construct their maps (ie the instructions and assistance provided) and procedures for analyzing complete maps. Students taking a history course at a distance, generated concept maps after studying an introductory teaching unit on quantum mechanics. Analysis of the maps and comparison with the unit authors’map showed students’failure to identify‘radiation’as a central concept and to make links between concepts considered essential by the authors. Inspection of the teaching material indicated that‘radiation’as a central concept was implicit rather than directly explained. Analysis of students’descriptions of relationships between concepts identified different levels of description, with a group of students consistently responding at higher level than the rest of the sample. The study confirmed the usefulness of concept maps as a tool for research and evaluation and their potential for development as qualitative measures of learning.

ASSESSMENT OF CONTENT AND COGNITIVE STRUCTURES IN PHYSICS AT COLLEGE LEVEL

ABSTRACT First, the theory of directed graphs (digraphs) was used to map the conceptual structure of the content, implicit in the instructional materials, in the area of electricity at college level. After this, the graphical representation of content structure, thus obtained, was compared with those obtained for the teacher's cognitive structure and the student's cognitive structure through a word association test and the multidimensional scaling technique. Research findings suggest mainly that the techniques used to assess content and cognitive structures might be useful tools for such a purpose.

On Describing a Student's Cognitive Structure

For several decades, a model has been developing which depicts the learning process in terms of interaction between a student's cognitive structure and the structure of the discipline being studied. There arc a number of conceptual difficulties here that are trapping researchers in cognitive psychology, especially the problem of not confounding the two types of structure. Doubts can even be raised about the usefulness of the notion of cognitive structure as it is presently developed. Throughout the paper, insights from recent relevant philosophical work are used to throw light on the empirical research that is being carried out.

The influence of content organization on student's cognitive structure in thermodynamics

AbstractTwo different approaches to the content of thermodynamics were used in an introductory college physics course: one was the traditional organization found in most textbooks on the subject, the other was based on the learning theory of David Ausubel. The influence of these different content organizations on the student's cognitive structure was investigated using a word association test which was analysed through hierarchical clustering analysis. Research findings suggest that the approach based on Ausubel's theory influences the student's cognitive structure in such a way that their conceptual hierarchies are more coherent with the basic laws and the conceptual structure of the subject matter.

Teaching mathematics: Contributions of cognitive research

Many elementary school teachers opt out of teaching mathematics for several reasons including an incomplete understanding of the structure of the subject matter and inadequate training in how to teach it. This paper outlines one possible way to think about teaching mathematics. It docs so by linking concepts and research on (a) subject‐matter structure, (b) student cognitive structure, (c) teacher decision making, and (d) instructional context.