Conceptual Change Research Articles

Non-digital educational games to support conceptual change in astronomy education

Research on astronomy education has primarily focused on investigating students' conceptual understanding through the lens of student cognition. However, learning involves more than just acquiring or reorganising ideas. Despite this, there have been very few studies that have examined the learning process through multiple perspectives within a naturalistic environment. Additionally, the lack of validated astronomy game resources aligned with curriculum learning outcomes has hindered the inclusion of Game-Based Learning (GBL) in astronomy education. To address this issue, this paper explores the use of non-digital games as a pedagogical approach to support multidimensional conceptual change in post-primary astronomy education. Two dimensions of learning were examined: affective and cognitive. A mixed-methods quasi-experimental research approach was employed on a cohort of 474 post-primary students, divided into intervention and control groups. The results demonstrate robust evidence of the efficacy of non-digital games in promoting sustained conceptual change for post-primary students. The sociocultural environment created by the games was observed to favour student motivation and prolonged cognitive conceptual change. The GBL pedagogical intervention created multiple opportunities for students to review and refine their knowledge and perception of astronomy.

Climate Change in Secondary School Classrooms Using Geographic Information Technologies as A Learning Tool

Objective: The main objective of the elaboration of these materials is to verify if their use in the classrooms of Compulsory Secondary Education (ESO) and Baccalaureate facilitates the acquisition of key competences and improves the geographic learning of the students. It seeks to implement a model of competency learning that makes use of Geographic Information Technologies (TIG) to develop spatial analysis and understanding skills in students. Theoretical references: The theoretical framework is based on the recommendations of the Council of the European Union on the use of good practices and digital technologies in education. The concepts of climate change and sustainable development are considered, as well as specific competences related to geographical thinking and the use of TIG. Methodology: Educational materials have been designed and used in classes of 1st and 3rd of ESO, dividing students into subgroups that used and did not use the materials to compare results. Initial, intermediate and final assessments were conducted to measure the evolution of learning. The materials include maps and applications to solve geographical problems and didactic strategies of the bimodal curriculum are used to promote key competences. Results and Conclusion: The use of the materials has significantly improved the students' learning competencies, although the objectives have not been fully achieved. The average acquisition of competences went from 2.79 to 4.36 on a scale from 0 to 10. A noticeable improvement was observed in 10 fields that were previously below 4 points, now at 5 or more. However, students showed more difficulties in areas such as orderly communication and critical evaluation of their approaches and those of their peers. Research Implications: Research suggests that the use of TIG in secondary education can be an effective tool to improve the geographic and analytical competencies of students. In addition, the importance of integrating these technologies in a way that supports geographic learning rather than focusing exclusively on the management of the tools is highlighted. Originality/Value: This study presents an innovative approach to using TIG in secondary education to develop key competencies in students. The originality lies in the combination of advanced technologies with a competency approach in the teaching of geography, which could serve as a model for future educational applications in other contexts.

Multifunctional histone variants in genome function.

Histones are integral components of eukaryotic chromatin that have a pivotal role in the organization and function of the genome. The dynamic regulation of chromatin involves the incorporation of histone variants, which can dramatically alter its structural and functional properties. Contrary to an earlier view that limited individual histone variants to specific genomic functions, new insights have revealed that histone variants exert multifaceted roles involving all aspects of genome function, from governing patterns of gene expression at precise genomic loci to participating in genome replication, repair and maintenance. This conceptual change has led to a new understanding of the intricate interplay between chromatin and DNA-dependent processes and how this connection translates into normal and abnormal cellular functions.

Connecting plant science education in undergraduate life science courses to plant awareness disparity, Vision and Change, and sustainability careers

ABSTRACT Ensuring that botany and plant sciences are being included in undergraduate life science curricula is necessary for developing a future global sustainability workforce. To gain a baseline understanding, we surveyed life science educators in the U.S. about current botanical education. We further evaluated these data to determine connections to the frameworks of plant awareness disparity (PAD), a framework detailing the inability to notice or appreciate the plants in one’s own environment, and Vision and Change, an educational framework in the U.S. for preparing undergraduate biology students for the 21st century. Results from 245 responses revealed that most instructors use botanical examples and implement diverse hands-on botanical experiences. Our data suggest that hands-on botanical experiences are better suited to address PAD, the more science practice-centred framework, while plant examples are better suited to increase the understanding of core concepts of Vision and Change, the more concept-centred framework. We recommend that life science educators should 1) remain diligent in providing plant examples and hands-on botanical experiences in large introductory courses, 2) incorporate more botany education in general education courses (not required by the major but required by the institutions) and non-major courses, and 3) include educators outside of botany in these efforts.

Peter of Mantua and the ‘piecemeal’ conception of substantial change*

ABSTRACT This paper compares the conception of substantial change put forth by Peter of Mantua (d. 1399) in his De primo et ultimo instanti with the one developed by Albert of Saxony (ca. 1320–1390). According to Albert, (i) each substantial form, save for the intellective soul, is a spatially-extended entity with actual quantitative parts that are co-located with the parts of matter they inform, and (ii) these quantitative parts are generated and corrupted one after another over an extended interval of time. From (i) and (ii), Albert deduces that (iii) the substantial change of material substances as individuals (save for human beings) is a temporally extended process. This is what I call the ‘piecemeal’ conception of substantial change. I show that Peter of Mantua is significantly indebted to this conception. Indeed, he endorses both (i) and (ii). Moreover, he even extends this approach to the process by which the intellective soul informs matter and is separated from it. Nevertheless, I argue that, thanks to his peculiar doctrine of numerical sameness over time, Peter rejects (iii) and maintains, instead, that the substantial change of any material substance as an individual is an instantaneous event.

The Tolerance and Limits of Acceptable Change in Heritage Buildings: The Case of Traditional Shophouses in Malaysia

The protection of heritage buildings is of utmost importance. In today's world, historic buildings face various threats that push them to the brink of extinction or marginalisation. The natural fatigue process of buildings, uncontrolled urbanisation and socio-technical change are among the main driving forces. Therefore, heritage buildings need to be constantly monitored and carefully conserved so that they can continue to be used and retain their dignity. It is thus important to understand the extent to which we can alter the significance of heritage buildings during their conservation. The beginnings of the conservation approach are associated with an attempt to reject any changes to the physical characteristics of heritage buildings. More recently, however, conservation practice has evolved into a process of managing changes. Only by understanding the limits of acceptable change to heritage and identifying heritage's tolerance of change can we find an appropriate way to manage change to heritage and preserve its cultural significance. A literature review and content analysis were conducted to gain insights into the concept of change in heritage management theories and norms. This search was continued to explore the limits of acceptable change and the tolerance of heritage buildings to change through authorised international and national policies. The case of shophouses in Malaysia is studied. The results show that conservation standards have relaxed their stance on the presence of change in heritage architecture. However, intellectual research on understanding the limits of acceptable change for the careful transformation of heritage buildings through the management of change is still relatively scarce.

Introduction to Topical Collection: Changing Values and Energy Systems

This paper is the introduction to a topical collection on “Changing Values and Energy Systems” that consists of six contributions that examine instances of value change regarding the design, use and operation of energy systems. This introduction discusses the need to consider values in the energy transition. It examines conceptions of value and value change and how values can be addressed in the design of energy systems. Value change in the context of energy and energy systems is a topic that has recently gained traction. Current, and past, energy transitions often focus on a limited range of values, such as sustainability, while leaving other salient values, such as energy democracy, or energy justice, out of the picture. Furthermore, these values become entrenched in the design of these systems: it is hard for stakeholders to address new concerns and values in the use and operation of these systems, leading to further costly transitions and systems’ overhaul. To remedy this issue, value change in the context of energy systems needs to be better understood. We also need to think about further requirements for the governance, institutional and engineering design of energy systems to accommodate future value change. Openness, transparency, adaptiveness, flexibility and modularity emerge as new requirements within the current energy transition that need further exploration and scrutiny.

The role of human behaviour change in companion animal management: A case study of Praia de Faro, Portugal

Abstract Humane dog and cat population management has relied on Trap, Neuter, Release (TNR) projects in an attempt to control or reduce free-roaming populations and improve the welfare of dogs and cats. It has been recognised that the root cause of dog and cat population and welfare issues is people and their attitudes and behaviours towards dogs and cats – whether this is through lack of responsible ownership leading to loss or abandonment, or programs that focus on single tools such as sterilisation. Failing to recognise the interdependency that exists between individual and community responsibility means that projects that rely solely on the actions of an individual or a small group, and do not involve the wider community, risk limiting their impact and sustainability. Typically, sterilisation projects regularly fail to address this issue. The concept of human behaviour change is beginning to be used in dog population management programs but is still largely unused and untested in cat population management programs. In 2013, a 4-year project in Praia de Faro, Portugal, started to explore how communities respond to a local program using community engagement tools to measure and evaluate changes in attitudes and behaviours towards owned and un-owned dogs and cats. The research question is: ‘does community involvement and participation in a project increase its chances of success in relation to improved welfare for animals?’ Results suggest improved dog and cat welfare, positive changes in attitudes and behaviours of the community, and increased community involvement.

Non-empirical methods for ethics research on digital technologies in medicine, health care and public health: a systematic journal review

Bioethics has developed approaches to address ethical issues in health care, similar to how technology ethics provides guidelines for ethical research on artificial intelligence, big data, and robotic applications. As these digital technologies are increasingly used in medicine, health care and public health, thus, it is plausible that the approaches of technology ethics have influenced bioethical research. Similar to the “empirical turn” in bioethics, which led to intense debates about appropriate moral theories, ethical frameworks and meta-ethics due to the increased use of empirical methodologies from social sciences, the proliferation of health-related subtypes of technology ethics might have a comparable impact on current bioethical research. This systematic journal review analyses the reporting of ethical frameworks and non-empirical methods in argument-based research articles on digital technologies in medicine, health care and public health that have been published in high-impact bioethics journals. We focus on articles reporting non-empirical research in original contributions. Our aim is to describe currently used methods for the ethical analysis of ethical issues regarding the application of digital technologies in medicine, health care and public health. We confine our analysis to non-empirical methods because empirical methods have been well-researched elsewhere. Finally, we discuss our findings against the background of established methods for health technology assessment, the lack of a typology for non-empirical methods as well as conceptual and methodical change in bioethics. Our descriptive results may serve as a starting point for reflecting on whether current ethical frameworks and non-empirical methods are appropriate to research ethical issues deriving from the application of digital technologies in medicine, health care and public health.

Engaging seventh-grade students in prediction-observation-explanation of plant absorbance/transport phenomena: impact on relational conceptual changes and scientific inquiry abilities

ABSTRACT This study examined the impact of a Prediction-Observation-Explanation (POE) intervention on 15 seventh-grade students’ relational conceptual changes and scientific inquiry abilities as they investigated the plant absorbance/transport phenomena in a photosynthesis learning sequence. The variation theory of learning that promotes intellectual empathy underpinned the study’s pedagogy. A granular phenomenography analysis of students’ pre-post inter-intra-explanations through writing and drawing resulted in seven theoretical descriptive categories. A relational conceptual change perspective involved in the interventional investigations resulted in 1) adding and deleting categories of ideas from pre-to-post teaching, 2) change in the number of students within the categories of ideas, 3) the replacement of everyday language with scientific knowledge, and 4) the complexity of students’ responses from pre-to post-teaching. In assessing students’ scientific inquiry ability levels with a POE analytic rubric of writing and drawing worksheets, 18% and 82% were developing and proficient, respectively.

Adenosine Triphosphate and Adenylate Energy Charge in Ready-to-Eat Food.

It is commonly accepted that dietary nucleotides should be considered as essential nutrients originating mainly but not exclusively from meat and fish dishes. Most research in food science related to nutrition nucleotides is focused on raw products, while the effects of thermal processing of ready-to-eat food on nucleotide content are largely overlooked by the scientific community. The aim of this study is to investigate the impact of thermal processing and cold storage on the content of dietary nucleotides in freshly prepared and canned ready-to-eat meat and fish food. The concentrations of ATP, ADP, AMP, IMP, Ino, and Hx were determined using NMR, HPLC, FPMLC, and ATP bioluminescence analytical techniques; freshness indices K and K1 and adenylate energy charge (AEC) values were estimated to assess the freshness status and confirm a newly unveiled phenomenon of the reappearance of adenylate nucleotides. It was found that in freshly prepared at 65 °C ≤ T ≤ +100 °C and canned food, the concentration of free nucleotides was in the range of 0.001-0.01 µmol/mL and remained unchanged for a long time during cold storage; the correct distribution of mole fractions of adenylates corresponding to 0 < AEC < 0.5 was observed compared to 0.2 < AEC < 1.0 in the original raw samples, with either a high or low content of residual adenylates. It could be assumed that heating at nonenzymatic temperatures T > 65 °C can rupture cell membranes and release residual intracell nucleotides in quite a meaningful concentration. These findings may lead to a conceptual change in the views on food preparation processes, taking into account the phenomenon of the free adenylates renaissance and AEC bioenergetics.

Neural evidence of core foundations and conceptual change in preschool numeracy.

Symbolic numeracy first emerges as children learn the meanings of number words and how to use them to precisely count sets of objects. This development starts before children enter school and forms a foundation for lifelong mathematics achievement. Despite its importance, exactly how children acquire this basic knowledge is unclear. Here we test competing theories of early number learning by measuring event-related brain potentials during a novel number word-quantity comparison task in 3-4-year-old preschool children (N=128). We find several qualitative differences in neural processing of number by conceptual stage of development. Specifically, we find differences in early attention-related parietal electrophysiology (N1), suggesting that less conceptually advanced children process arrays as individual objects and more advanced children distribute attention over the entire set. Subsequently, we find that only more conceptually advanced children show later-going frontal (N2) sensitivity to the numerical-distance relationship between the number word and visual quantity. The nature of this response suggested thatexact rather than approximate numerical meanings were being associated with number words over frontal sites. No evidence of numerical distance effects was observed over posterior scalp sites. Together these results suggest that children may engage parallel individuation of objects to learn the meanings of the first few number words, but, ultimately, create new exact cardinal value representations for number words that cannot be defined in terms of core, nonverbal number systems. More broadly, these results document an interaction between attentional and general cognitive mechanisms in cognitive development. RESEARCH HIGHLIGHTS: Conceptual development in numeracy is associated with a shift in attention from objects to sets. Children acquire meanings of the first few number words through associations with parallel attentional individuation of objects. Understanding of cardinality is associated with attentional processing of sets rather than individuals. Brain signatures suggest children attribute exact rather than approximate numerical meanings to the first few number words. Number-quantity relationship processing for the first few number words is evident in frontal but not parietal scalp electrophysiology of young children.

الإنسان وبيئة الوسيط الرقمي: تأثير مواقع التواصل الاجتماعي على طرق تفكير وتعبير الإنسان

This paper seeks, using the interpretive philosophical approach, to look into the issue of the impact of digital media on human life and ways of thinking and expression. This paper aims to analyze this issue interpretatively and link it to historical transformations in the field of media ecology in order to adopt a forward-looking view instead of a numerical analysis of the available information. The issue, as this paper sees it, lacks the philosophical dimension to discuss the characteristics of social media and link changes that these social media have brought on humans with changes that humans have brought on various concepts such as culture, thought, and society. This paper concluded that social media are a different revolution in communication media. It changed the procedures of the communication process, bringing the margin groups into the position of the elites and returning the elites to a position that is close to the position of the margin groups. The margins have become the agent that determines the ways of building new social relationships and carries out the process of transforming from traditional relationships to digital relationships. Thus, concepts change and are shaped by a different perception (the margin group). By carefully reading the characteristics of three social media (Twitter, Facebook, and WhatsApp), three common characteristics and features emerged that shaped and influenced their users: openness, permanence and continuity, and changing concepts.

Weathering Words: A Cross-linguistic Analysis of Metaphorical Frames of Climate Change Discourse in English and German Online News Outlets

Climate change is undeniably a major challenge of the 21st century and those to come. While scientists agree on this, the public does not as opinions range from climate change deniers to those who devote their lives to fighting it. News media play a crucial role in shaping the public’s opinion on climate change and as they have a significant influence on the public discourse. This paper offers a cross-linguistic comparison of conceptual climate change metaphors in online news outlets from four different countries and two languages. Using conceptual metaphor analysis, I identified prevalent source domains to conceptualize the causes, effects, and responses to climate change. Overall, I found three shared metaphorical frames: war, destination, and construction, as well as additional metaphors in each language. The analysis revealed war and destination as most dominant source domains through which effects and responses are framed. This suggests news media emphasize the severity of effects and urgency to respond through creating a threatening image of climate change, which we do have the power to fight. The pervasive use of these two metaphors in both languages suggest a common understanding climate change.

Research on University Translation Pedagogy Guided by the Theory of Multiple Intelligences

Translation pedagogy is a key and difficult part of college English, and students have certain difficulties to learn and master. With the deepening implementation of educational reform, there is an urgent need for a drastic reform of translation pedagogy. Only in this way can we cultivate high-quality skilled talents that meet the needs of society. Applying the theory of multiple intelligences to translation pedagogy not only promotes conceptual change but also makes translation pedagogy more personalized, which is conducive to stimulating students’ learning and exploration enthusiasm and improving the level of translation pedagogy. This article provides an in-depth analysis of translation pedagogy based on the theory of multiple intelligences in order to provide a useful reference for frontline teachers.

Addressing the climate emergency with educational approaches: a bibliometric analysis of climate change education scholarship

This study uses bibliometric techniques to explore the international knowledge base on climate change education (CCE), which considers education as crucial for addressing the climate emergency through fostering climate-literate citizens. Analyzing two decades of scientific literature on CCE, we identify evolving considerations, foci, trends, and recommendations, examining a total of 1,264 articles published between 2000 and 2022 in educational-related fields in Web of Science. Using bibliometric techniques, we assessed research trends, author co-citations and journal citations to reveal an evolving publication landscape, including shifts in locations of productive researchers, influential articles, and leading journals publishing CCE studies. Bibliometric techniques help to identify the intellectual knowledge structure and inter-journal referencing, encompassing Theoretical Basis of CCE, Psychology of CCE and Communication, Climate Change within Socioscientific Issues, Conceptions of Climate Change, and Epistemology in CCE. Based on the trends, association networks, limitations and gaps revealed by this analysis, we conclude with suggestions for future research.

Analysis of Interview Results on The Remediation Process of The Dynamic Equilibrium Concept With The Representation-Metacognitive Reinforcement Conceptual Change Model (R-MR CCM)

Objective: This research aims to determine conceptions and changes in conceptions and analyze the results of interviews regarding the remediation process of the dynamic equilibrium concept. Theoretical Framework: Theories associated with student misconceptions, methods for identifying student misconceptions, and methods for resolving student misconceptions. Method: The method used in this study is a mixed method which is a combination of qualitative and quantitative methods, namely the Concurrent Embedded Strategy, which is a combination of qualitative methods and quantitative methods carried out at the same time. This method is very useful for students to find out the conceptions and misconceptions that occur in students. Results and Discussion: After conducting interviews and tests on respondents, the results of the analysis were obtained in the form of misconceptions among respondents that could be identified in the test and interview results at the stage of creating cognitive conflict and respondents could realize the misconceptions experienced after going through the stage of providing assistance for equilibration and using metacognition on an example of a concept so that respondents could dispelling misconceptions altogether. Research Implications: To reduce students' misconceptions about chemical equilibrium material, it is necessary to carry out research on this. With this gradual test instrument, students can get instant feedback and correct any misconceptions they have. Originality/Value: To provide insight into students' perceptions of the misconceptions they experience and how to reduce existing misconceptions. Apart from that, it is to provide insight to teachers regarding how to identify and reduce misconceptions that occur in students.

Teacher Knowledge and Confidence Integrating Social Change Concepts in K–12 Classrooms

The purpose of this survey research was to examine the perspectives of K–12 classroom teachers about their knowledge of social change concepts and their confidence in implementing these into their existing curriculum. A questionnaire was used to (a) examine the perspectives of K–12 classroom teachers about the knowledge, skills, and resources they need to implement social change concepts into their teaching and (b) define areas of social change that teachers struggle to implement in K–12 classrooms. We employed Wilcoxen signed rank tests to determine if differences existed between what teachers reported they knew and their confidence in integrating 11 social change issues and their self-reported comfort level integrating those issues into a classroom. Findings showed that teachers are concerned about social change issues, as most of the 199 participants listed issues about race and digital literacy among the top issues needing to be integrated into K–12 curriculum. Open-ended responses were open-coded and indicated that teachers have social change knowledge but may lack the training and support from the administration to successfully integrate these issues into their teaching.

On a New Taxonomy of Concepts and Conceptual Change: In Search of the Brain’s Probabilistic Language of Learning Scientific Concepts

On a New Taxonomy of Concepts and Conceptual Change: In Search of the Brain’s Probabilistic Language of Learning Scientific Concepts

The Development and Varieties of “Oneness” in Early Daoism

Abstract Having both similarities with and differences from dao 道, yi 一 is an important concept which occupies an important position in early Daoist thought. As is the case with dao, “oneness” can also be traced back to the Laozi and subsequently went through a complex process of conceptual change. As a foundational concept, it serves as a description of dao while also referring to the innermost basis for the emergence and unity of everything that exists. As the foundation of the dao of political authority and effective governance, “oneness” refers to a basic principle and method which the ruler should grasp and put into practice 執一, but also designates an elementary goal and value in the ruler’s own process of self-cultivation 貴一. In comparison to the idea of dao, the concept of “oneness” approaches the relation between the one and the many as entailing a rich variety of relations of identity/difference and commonality/diversity which manifest themselves within the myriad things and affairs in the world in a more direct manner.