Student Conceptions Research Articles

Self-regulatory and metacognitive instruction regarding student conceptions: influence on students’ self-efficacy and cognitive load

Self-regulatory and metacognitive instruction regarding student conceptions can help students become metacognitively (or more specifically, metaconceptually) aware of their conceptions and self-regulate their intuitive conceptions in scientific contexts when they are not appropriate. Two approaches have been found effective in enhancing conceptual knowledge: (a) self-assessing one’s conceptions and (b) acquiring conditional metaconceptual knowledge about why and in which contexts specific conceptions are appropriate or not. However, it is unclear how these approaches influence other cognitive and affective variables, such as self-efficacy and cognitive load. Nevertheless, it is essential to investigate whether making students aware of their intuitive conceptions affects their self-efficacy and to what extent reflecting on one’s conceptions requires additional (meta-)cognitive resources. Thus, we conducted an experimental intervention study using a 2×2 factorial design with N = 602 upper secondary biology students. Becoming metaconceptually aware of one’s (intuitive) conceptions did not lower students’ self-efficacy but enabled more accurate beliefs about their abilities. However, the self-assessment increased mental load, which partly suppressed the beneficial effect of the self-assessment on conceptual knowledge. In contrast, the instruction on conditional metaconceptual knowledge did not result in higher mental load and, thus, aligned more with students’ cognitive capacities. Furthermore, students with more pronounced general metaconceptual thinking reported lower mental load, implying that regular instruction focusing on metaconceptual thinking may reduce load. Thus, it is suggested to continuously promote students’ metaconceptual thinking and to embed metaconceptual activities (e.g., self-assessments) repeatedly across longer instructional units.

The Concept of Islamic Education in the Perspective of Imam Al Ghazali and Its Relevance in the Contemporary Era

The purpose of this research in general is to find out the concept of Islamic education from the perspective of Imam Al-Ghazali and its relevance to contemporary Islamic education (today). Islamic education today is faced with various developments and challenges that certainly need to make changes and improvements to be able to make adjustments to these changes. The research that the author uses in terms of sources is library research which aims to reveal educational thoughts, especially regarding the concept of Islamic education from the perspective of Imam Al-Ghazali by using a content analysis approach. The results of this study indicate that the concept of Islamic education from the perspective of Imam Al-Ghazali is relevant to contemporary education (today). This can be seen in terms of educational goals, the concept of educators and students, learning methods, and learning curriculum which in its application prioritizes aspects of intellectual, moral, and spiritual development and educational evaluation. With this, educational institutions are expected to be able to adopt Al-Ghazali's concept of education to develop the potential of students to become human beings who believe and fear God Almighty, have a noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens

The student-teacher experience as a model for students as partners (SaP) and for enhancing student engagement among Japanese students

Education in Japan and other Asian countries advocates the traditional passive style of learning where students learn through rote memorization in a teacher-centered environment. However, this is now changing due to globalization with Japan’s Ministry of Education promoting learning strategies to involve students in the learning process actively. Many studies involving students as partners have stated that students feel more at ease when they learn with and from their peers and that working in groups makes them learn significantly better and allows them to put into practice what they have taught to others or learned from others. This case study on the Student-Teacher Experience activity aims to present the concept of students as partners to enhance active learning in Japan and its possible application in other countries and fields of study with a similar learning environment as Japan. The activity allowed students to actively engage in class and enhanced learning.

The lexico-semantic field of the STUDENT concept in the pedagogical discourse of F. A. Vigdorova (based on the prose from the 1950s-1960s)

The lexico-semantic field of the STUDENT concept in the pedagogical discourse of F. A. Vigdorova (based on the prose from the 1950s-1960s)

Students as partners of research projects in Russian universities: opportunities and barriers

The article shows the potential and barriers to the realization of the conception, treating students as partners in research projects of universities. The foreign experience of implementing this conception in various spheres of academic life is presented. The positive effects and limitations of the conception of students as partners in research are summarized. Based on the results of the empirical study «Scientific mentoring in Russian universities: institutional models, professional roles, everyday practices», the prerequisites and barriers to the implementation of this concept in Russian universities are identified. The administrative, economic and social barriers caused by both the institutional and organizational conditions for the implementation of university science and the peculiarities of the established model of relationships in the academic environment between different generations of researchers are revealed. The positive impact of student involvement in grant projects is shown. It is proved that this form of interaction between “adults” and young researchers creates prerequisites for the implementation of the principles of the concept of students as university partners.

Probing visual literacy skills reveals student conceptions of scale and abstraction with respect to chromosomes.

Molecular biology can be difficult for undergraduate students because course content is often taught using highly-abstract visual representations. Genetic concepts can be depicted with lines, letters, shapes, and symbols, and students need to engage their visual literacy skills to appropriately decipher these abstract representations. We previously found that undergraduate course materials almost always represent chromosomes in abstract forms, such as "X" shapes or straight lines with a dot for the centromere. We hypothesized that students struggle to apply their visual literacy skills to accurately interpret these abstract representations of chromosomes, which may be related to the frequently-documented incomplete or incorrect ideas students have about chromosome structure and function. To explore students' visual literacy related to representations of chromosomes, we conducted 35 semi-structured interviews with students who had taken at least a year of biology courses. We asked them to sketch chromosomes, interpret an abstract representation of chromosomes, and use the abstract representation to answer a question about meiosis. We found that 97% of participants (34 of 35) held conceptual errors related to chromosome structure and function. These conceptual errors were often not evident in participants' verbal definitions of chromosomes and were only revealed in their sketches or explanations of their sketches. We found that participants frequently misinterpreted X-shaped representations of chromosomes, mistook unreplicated homologous chromosomes as separated sister chromatids, and held misconceptions related to the structure and function of centromeres. These findings have implications for how chromosomes are taught in biology courses. We recommend that instructors explicitly discuss the conventions and norms of representing chromosomes as a pathway for increasing students' visual literacy in molecular biology.

Integration of interactive computer simulations in teaching and learning chemical reaction: Students’ performance and concept retention

This current study presented the effects of interactive computer simulations on students' performance and concept retention in the unit of chemical reactions. Purposive sampling was used to select four schools with 320 students, in Kayonza district Rwanda. The Achievement test on chemical reactions was developed, validated, and checked for reliability. The participating students were in grade 8. The collected data was analyzed in MS Excel and SPSS. The independent sample t-tests were computed to compare the groups and reveal the effectiveness of interactive computer simulations. After the intervention, the experimental groups’ post-test means achievement scores of (8.67) were higher than that of the control groups (6.69). The difference between the two mean scores was statistically significant: t (318) = 6.3, p= .000. The experimental group also had higher mean post-retention-test scores of (M = 8.07, α = .29) than that of the control group (M =5.58, α = .19) which was statistically significant at t (318) = 7.28, p = .000. Therefore, it is concluded that interactive computer simulations enhance students’ performance and improve their concept retention. The study recommends that simulations should be used to supplement the teaching and learning of chemistry and other science subjects in general.

Journalism’s Ethos and the Future of the Field: Student Motivations and Role Conceptions

Investigating the degree motivations and role conceptions of journalism students may shed light on the industry’s trajectory. This study analyzes the motivations and perceptions of journalism students from two U.S. universities. Results show that students were motivated to pursue journalism for a mix of reasons, including civic engagement, a prestigious career, creativity in multimedia and writing, and an independent and nonroutine lifestyle. Respondents suggest that students view journalism’s role as providing political accountability, delivering content that connects with audiences, telling stories, and setting the political agenda.

Linking Traditional Teaching to Innovative Approaches: Student Conceptions in Kinematics

This study delves into the problem-solving approaches of students who attend classes with traditional teaching methods in university physics education with innovative curriculum materials. This research, conducted with university physics and engineering students, focused on applying research-based curriculum materials in solving kinematic problems. The study analyzes the impact of student knowledge and the distinction between rote learning and scientific practices on conceptual understanding. Student responses are categorized based on the depth of knowledge demonstrated, the skill type utilized, and the degree to which responses indicate a logical progression. These, together with demographic data, are analyzed to determine any patterns. Findings reveal that students use intuitive and mathematical skills to solve a graphical question. However, students employ qualitative and mathematical skill types when they are required to design an experiment. Notably, gender disparity appears to influence the approach to graphical questions, but the design-based question shows no significant relationship between males and females. Gender was likely to contribute to knowledge and logical progression levels, but grades might not show a positive relationship with knowledge level. This study aims to contribute to developing physics education at the university level by highlighting the gap between innovative course materials and their enactment.

The Influence of Health Promotion Interventions Counseling and Peer Education Groups on Clean and Healthy Living Behaviors of Students in Islamic Boarding Schools

Background: The concept of healthy students is related to clean and healthy living behavior (PHBS) in the Islamic boarding school environment, which combines clean and healthy living behavior (PHBS) in educational institutions and the home environment. Aims: To determine the effect of counseling and peer education groups on the clean and healthy living behavior of students at the Irsyadul Ibad Islamic boarding school. Method: This research is an experimental study using a factorial design with two variables, counseling and peer education. The research sample was 84 students divided into 4 different groups, namely the combination group (counseling and peer education), the counseling group, the peer education group, and the control group. Each group lives in a different dormitory. The health promotion intervention was carried out for 15 days with 10 meetings to discuss clean and healthy living behavior. The statistical tests used were paired t-test and Wilcoxon to determine the differences in values before and after treatment. Kruskall Wallis and Mann Whitney were used to determine the differences in the scores of each group. Results: There are significant differences in knowledge and attitude values before and after treatment, namely: combination group (counseling and peer education), Knowledge p= 0.003, attitude p= 0.009, Knowledge counseling group p= 0.001, attitude p= 0.030 peer group education knowledge p= 0.000, attitude p= 0.001 and control group knowledge p= 0.067, attitude p= 0.053. There are differences in knowledge and attitudes in each group, namely the combination group (counseling and peer education), with the control group, knowledge p = 0.000, attitude = 0.000, counseling group with the control group, knowledge p = 0.000, attitude p = 0.000 peer education group with the control group knowledge p=0.000 attitude p= 0.000. Combination group (counseling and peer education), with knowledge counseling group p=0.063 attitude p= 0.134 combination group (counseling and peer education), with peer education knowledge p=0.079, attitude p=0.095. Counseling group with peer education group knowledge p= 0.332, attitude p=0.424. Conclusion: Combination groups (counseling and peer education), counseling groups, and peer education groups influence clean and healthy living behavior among students at the Irsyadul Ibad Islamic Boarding School.

Initial Study of Students' Critical Thinking Ability Level and Concept Mastery on Earth Structure Material

Critical thinking and concept mastery is an important ability for every student to have. So, educators need to get information about the level of skills possessed by student. This study aims to describe the initial level of critical thinking skills and mastery of students' concepts, as well as the relationship between critical thinking skills and mastery of students' concepts on earth structure material in class VIII at SMP Negeri 2 Namang. The methodology used in the research is descriptive quantitative, using a critical thinking ability test and concept mastery test, and qualitative, using interviews. Students' critical thinking and concept mastery tests showed an average score of 43.78 and 55.94, with a fairly low category. The average value of the inference indicator was 25.97, and the indicator of making further explanations was 37.01. Both are the lowest indicators that still need to be improved. In contrast, the average value of the strategy and tactics indicator is 73.95, which is in the high category. The significance value obtained is <0.001, which indicates that there is a strong, significant, and directly proportional relationship between critical thinking skills and concept mastery, with a correlation coefficient value of 0.803. The results of the interview show the low enthusiasm of students in learning the structure of the earth due to the lack of a variety of media used and test questions that are not used to being done.

Defining evolution: exploring students’ conceptions of evolution in introductory biology courses

BackgroundUnderstanding evolution is an important part of undergraduate biology education. Despite its importance, however, students often struggle to understand evolution, often holding preconceived notions of what evolution is. Here, we investigate how students in both majors and non-majors introductory biology define and conceive of evolution at the start of the semester for a two-year college and a four-year university near each other. We analyze open-ended responses to an in-class activity on the first day of the semester that asked students to define evolution, generating insight into how students are thinking of evolution prior to any formal instruction on evolution in college.ResultsOur analysis of over 300 student responses reveals that students hold diverse conceptions about evolution, with some students perceiving evolution in the context of evolutionary processes while other students define evolution by referring to perceived evolutionary consequences. In addition, we identify multiple non-normative conceptions about evolution, including students viewing evolution and natural selection as synonymous and not recognizing other evolutionary forces, and find that very few students likely have developed mental models linking evolution and genetics. In addition, we find few differences between how students at the two- and four-year institutions perceive evolution, and similarly few differences between students in a majors and non-majors introductory biology, suggesting that these conceptions of evolution are widespread at the beginning of introductory biology, regardless of major or institution.ConclusionsWe situate our results in the existing literature examining student conceptions of evolution, with our results extending past work that has primarily relied on more closed-ended questions or focused on specific evolutionary concepts (e.g., natural selection). Our results largely align with past work on student thinking of evolution but provide a broader, more holistic perspective at the ideas and framework that students are drawing upon when introductory biology instructors first introduce the term ‘evolution’. We conclude our paper by discussing implications for the biology education research community as well as instructors.

A Systematic Review of Evidence-Based Instruction for Developing Fraction Concepts of Autistic Students and Those with Intellectual and Developmental Disability

A Systematic Review of Evidence-Based Instruction for Developing Fraction Concepts of Autistic Students and Those with Intellectual and Developmental Disability

Increasing Students' Activity and Understanding of Concepts in Mathematics Learning Using Lesson Study-Based PBL

This research is motivated by the lack of student learning activity that affects the understanding of student concepts in mathematics learning in class XI F 4.2 SMA Veteran 1 Sukoharjo. The importance of student activity in learning needs to be done so that learning becomes interesting and students have the curiosity to learn more deeply related to the knowledge taught by the teacher, in addition, understanding the concept is one of the important factors that supports student activity in the learning process. This study aims to improve the activity and understanding of student concepts in mathematics learning using PBL based on lesson study. The subjects in this study were 27 students of class XI F4.2 majoring in social sciences. The study results showed that using the PBL learning model based on lesson study can improve the activity and understanding of student concepts in learning. Based on the study's results, the percentage of student activity increased from pre-cycle 15% and cycle 1 by 59% then cycle 2 by 100%. This is the same as the increase in student's conceptual understanding from the pre-cycle stage with a percentage of 37%, then cycle 1 by 59% to cycle 2 by 100%, so it can be concluded that using the lesson study-based PBL learning model can increase students' activeness and conceptual understanding.

The Influence of Comic Media in Learning Dudaya Arts for Students at SMA Negeri 1 Soromandi

This research is experimental research, with the aim of designing comic arts and culture media, knowing the influence of comic media in learning arts and culture among students at SMA Negeri 1 Soromandi and students' responses to comic media. The population in this study was class X students of SMA Negeri 1 Soromandi for the 2024/2025 academic year and the research sample was class Samples were taken using purposive sampling technique. Data on students' concept mastery was obtained using a concept mastery test and student response data was collected using a questionnaire. Student concept mastery data was analyzed using the t-test and student response data was analyzed using five scale absolute norms. In this research, 3 series of Arts and Culture comics have been produced. The results of the analysis show that there is a difference in learning arts and culture through comic media for experimental class and control class students at a significance level of 5% with a value of t'= 3.026 and this value is not in the interval - 2.02, <t' <2.02. This means that comic media in arts and culture learning has an influence on improving the learning of class X students at SMA Negeri 1 Soromandi. while the analysis and questionnaire showed that students responded positively to learning arts and culture using comic media with a percentage of 53.84%

The Effect of Discovery Learning Model on Concept Mastery and Critical Thinking Ability of Biology Students

This study aims to analyze the effect of the application of the discovery learning model on concept mastery and critical thinking skills of biology students in class X SMA Negeri 2 Labuapi. The classes that were used as samples were first tested for equality in all X classes using a multiple choice test and then analyzed using the costat test so that class XD was obtained as the experimental class and class XA as the control class. Data collection on concept mastery used multiple choice tests while data on critical thinking skills used essay tests. Data analysis used anacova test with a significance value of concept mastery obtained of 0.001 (significant <0.05). The significance value of critical thinking ability obtained was 0.002 (significant <0.05). The results showed that 1) there is an effect of the discovery learning model on the mastery of concepts of students in class X SMA Negeri 2 Labuapi and 2) there is an effect of the discovery learning model on the critical thinking skills of students in class X SMA Negeri 2 Labuapi.

Development of RPP-LKPD Based on the Ber2P3 Learning Model on Student Concept Mastery on Vibration and Wave Materials

This research is development research that aims to describe the validity, practicality and effectiveness of learning devices using the Ber2P3 learning model in the form of lesson plans and LKPD on Vibration and Wave material with research subjects involving 25 students of class VIII Tahfiz MTs Al Huda Gorontalo. Based on the validity of the RPP and LKPD based on the Ber2P3 learning model, it meets the valid criteria with an average value of 90%, the practicality of the RPP based on the Ber2P3 Learning model as seen from the implementation of learning with the first and second meeting values ranging from 78% and 87% including good criteria. Student responses meet the good criteria with a score of 80%. The effectiveness of RPP and LKPD Ber2P3 is seen through the activities of students who meet the good criteria with a value of 83% and a learning outcome test with 84% classical completeness. Based on the results of the study, it can be concluded that the lesson plans and LKPD using the Ber2P3 learning model of vibration and wave material meet the criteria of valid practical and effective

The most effective strategies in teaching theoretical Anatomy in Medical schools, from a student’s view

Introduction: The anatomical study cannot be limited to memorization and identification of structures. It is essential that, in a modern and dynamic approach to this discipline, contextualization is adopted, and above all, the clinical applications of what is studied, in addition to other methods such as 3D images. It is necessary to understand the student's conception of such methods – the didactic and scientific evidence at the moment – so that they can make the connection – in the present and the future – with professional life. Methodology: The research, carried out with 163 medical students from two educational institutions in Juiz de Fora, aimed to find out which methodologies were used in their anatomy course; Which one(s) among them is(are) seen as the most effective, and most facilitator(s) of the learning process and approach to clinical practice. The data obtained were processed using the SPSS program, version 20.0. Results: It was evident that the approach to anatomical content based on clinical direction, contextualization of the subject, and use of radiological images is more widespread in Medicine. The application of seminars and clinical debates was scarcely explored. The use of alternative technologies to slides was notable in the Medicine course. Medical students, markedly, advocate for contextualizations and clinical applications. Conclusions: Students, in general, recognize the effectiveness of contextualization, clinical correlations, and the use of images. Few students support the use of seminars. As much as the interviewees do not prefer more summarized theoretical classes, they would like fewer structures to lean about, with more direct books.

Implementation of Project-Based Learning Model in Islamic Religious Education for Grade X at Muhammadiyah Senior High School 1 Surakarta

<em>A learning model is an approach to change learners' behavior adaptively or generatively, which is strongly related to learners' learning styles and teachers' teaching styles. One prominent learning model is Project-Based Learning (project based learning), where students actively participate in real projects to solve real-world problems independently. This research focuses on the implementation of project based learning in Islamic Religious Education (PAI), which aims to develop learners' religious values and character. This research uses a phenomenological approach to describe the situation in the field and understand individual experiences in the context of everyday life. Through direct data collection in the field, this study reveals how project based learning in Islamic Education affects the development of students' social skills, creativity, and concept understanding. The results show that project based learning not only improves students' academic understanding, but also builds inclusive character and effective communication skills in group collaboration. In conclusion, project based learning in Islamic Religious Education makes a positive contribution to education by combining religious values with project-based learning. By going in-depth, this study hopes to provide useful insights for future educational development, particularly in the context of relevant and empowering religious teaching.</em>

Students' awareness and conceptions of science‐related communication mechanisms on social media

AbstractThe rise of social media platforms and subsequent lack of traditional gatekeeping mechanisms have enabled the proliferation of scientific disinformation. Users attempting to properly evaluate scientific information and disinformation are immensely obstructed by media communication mechanisms such as filter bubbles and echo chambers. Given the recent approaches to reconceptualizing the nature of science represented by facets of media communication mechanisms, we report results from seven focus groups of 26 tenth‐grade students (M = 15 years; 58% female, 38% male, 4% nonbinary) investigating such mechanisms as applied to climate change content on social media. Using qualitative content analysis, we identified the students' awareness and conceptions of mechanisms such as filter bubbles and echo chambers on a continuum between rather simple and elaborate. The findings suggest that the students have a general awareness of most mechanisms based on their own experiences and describe additional media communication mechanisms, such as bots, microtargeting, and, particularly, algorithms, which appear specifically relevant in dealing with scientific disinformation on social media. Based on the results, we derive a set of needs for science educational learning materials and science media literacy to prepare students to tackle scientific disinformation on social media.