Conceptual Profile Research Articles

Uncovering the origins of mental images about the concept of light: the difference between novice and expert mediation levels profile

This study investigates the mental imagery formed by two Physics undergraduates following their interaction with a mobile application analyzing emission and absorption light spectra. The tool, an instance of extracerebral cognitive processing, served to illuminate the internal cognitive mechanisms the students employed to understand novel knowledge. Guided by the Cognitive Networks Mediation Theory (CNMT), which underscores the significance of external tools in facilitating cognition, and drawing upon Bachelard's Epistemological Profile and Mortimer's Conceptual Profile, a novel 'Mediation Level' Profile is proposed. This profile represents the preferred type of mediation each student employed to elucidate their observations and understandings. The research utilized the Report Aloud Protocol to analyze students' verbal and gestural communications, revealing a complex pattern of various mental images developed through interaction with external objects via different levels of mediation. Notably, the psychophysical and hypercultural mediation levels stood out among the students. The implications of these findings for Physics education and future research directions are discussed, underscoring the utility of mobile applications as a supplementary tool in laboratory settings and the complexity of mental imagery in understanding physical phenomena.

Individual differences in secondary school students' conceptual knowledge: Latent profile analysis of biology concepts

Extensive research has been conducted on the misconceptions related to photosynthesis and respiration. However, most of these studies have failed to consider the heterogeneity of learners. In this study, latent profile analysis was used to determine the differences in students' understanding of biological concepts. Students' profiles were validated by relating them to their grade level, academic achievement in biology and sophistication of epistemic beliefs. Between the scientific and non-scientific understanding of photosynthesis and respiration, there were different conceptual profiles (prescientific, inaccurate preconceptions, fragmented and synthetic) in this cross-sectional study that helped in understanding the possible, qualitatively different steps between misconceptions and scientific understanding. Higher grade levels, higher biology grades and more sophisticated epistemic beliefs were related to a higher probability of belonging to the subgroups with more scientific conceptual knowledge. Educational relevance and implicationsBetween the scientific and non-scientific understanding of photosynthesis and respiration, there were different conceptual profiles (prescientific, inaccurate preconceptions, fragmented and synthetic) that helped in understanding the steps from misconceptions to scientific understanding. Higher grade levels, higher biology grades and more sophisticated epistemic beliefs were related to a higher probability of belonging to the subgroups with more scientific conceptual knowledge. Teachers should be aware that a large amount of variance may present among students in terms of their level and quality of understanding of central biological topics. Accordingly, teachers should allocate time to understand the students' level and quality of prior knowledge. They should focus on helping learners integrate correct fragments of information into a full, systemic understanding as well as encourage them to critically evaluate and compare their existing conceptions with scientific explanations. To improve the understanding of science, teachers should address the topic of the nature of knowledge, taking into account key aspects of discipline-specific epistemic beliefs. This approach will help students understand the nature, foundation and principles underlying scientific research and the empirical grounds for its acceptance.

Conceptual Profile of Older-Person-Centred Care Within the General Framework of Person Centred Medicine

Background: The elderly represents a growing segment of the population for whom person-centred medicine (PCM) has been pointedly argued as highly relevant. This is due to demographic weight, clinical complexity, and ethical challenges. Therefore, it should be valuable to elucidate the key elements of person-centred care for this important population. Approaches for doing this may include analyses of aging-related studies selected from general populationstudies engaged for the systematic conceptualisation of PCM.
 Objectives: The purpose of this study was to delineate the conceptual profile of person-centred care for older people within the general framework of PCM.
 Methods: The main methodological approach employed in the present study was analyses of older-person studies selected from a large set of general population studies reviewed towards exploring the systematic conceptualization of PCM. That general study yielded eight principles as follows: (1) Ethical Commitment, (2) Cultural Sensitivity, (3) Holistic scope, (4) Relational Focus, (5) Individualised Care, (6) Common Ground for Collaborative Diagnosis andCare, (7) People-centred Systems of Care, and 8) Person-centred Education and Research.
 Results: It was found that the eight principles of PCM elucidated for the general population were present in older-person-centred care papers, although to various degrees across principles. It was evidenced that the principles on Ethical Commitment, Holistic Framework, Relationship Focus, Individualised Care, and Person-centred Education and Research had the greatest presence in the articles on older-person-centred medicine.
 Discussion: The considerable consistency found between the conceptual profile of person-centred care for older persons and the principles of PCM in the general population may reflect that the PCM perspective was historically pioneered within the old-age health field and that the PCM perspective continues to attract enormous interest in the old age field. This is highlighted by the fact that ethical commitment was a key motivator for the pioneering development of PCM in the geriatric field and that this principle has been prominently identified in recent systematic conceptualisation studies of PCM for the general population and appears as well among recent academic developments and proposals from major international institutions.
 Conclusions: The fundamental characteristics of older-person-centred care appear to have considerable consistency with the general principles of PCM, with particular attention to ethical commitment, holistic framework, communicative and relational focus, and attention to the values and needs of the older persons involved.

Representation of Zadie Smith’s Individual Style in Original Text and Translation

Author’s individual style and its preservation in translation are a relevant issue of translation practices. This research is the first attempt in domestic linguistics to study Zadie Smith’s individual style and its manifestation in translation based on M. Yu. Mukhin’s analysis model. The methodology involved the methods of semantic interpretation, comparative analysis, content analysis, quantitative calculations, and linguistic analysis based on the conceptual profile model. The study featured Z. Smith's novel On Beauty and its translation performed by O. Kachanova and A. Vlasova. The analysis revealed the most frequent linguistic and stylistic means and denotative spheres and classes, e.g., such lexical means as simile, interjection, metaphor, allusion, and lexical repetition; various phonographic means, e.g., capitalization, graphic imagery, excessive punctuation, and graphon used to portray a wide variety of accents, etc. The official Russian edition conveyed the actual meaning and the lexical speech portraits by an effective use of various translation transformations, e.g., word order, lexical substitution, compensation, etc. In most cases, literal translation proved to be appropriate as it preserved the metagraphemic of the original text. However, the graphic fixation of the characters’ speech not always found its reflection in the translation text.

DIRETRIZES PARA PLANEJAMENTO DO ENSINO DE CIÊNCIAS BASEADO NA TEORIA DOS PERFIS CONCEITUAIS

ABSTRACT: Conceptual profile is a model that characterizes the heterogeneity of conceptual thinking in the meaning of scientific concepts, assuming the coexistence, in individuals, of two or more ways of meaning the same concept, when it is mobilized in different contexts. This research started from the following question: which guidelines can support the planning of science teaching based on the theory of conceptual profiles? In order to do so, we used a theoretical-bibliographic study, in which we analyzed a set of theses and dissertations that developed science teaching interventions supported by the theory. This analysis allowed us to enunciate theoretical-methodological guidelines for the planning of teaching supported by the theory of conceptual profiles.

CONCEPTUAL PROFILE IN CHEMISTRY: THE MATTER OF ATOMIC THEORIES

The aim of the study was to analyse the conceptual profile in chemistry matter of atomic theories. An instrument of three-tier diagnostic test was given to 35 students from X Science 4 class in SMAN 1 Driyorejo and regarding to this worksheet treatment session was given to enhancing students achievement. This study shown the conceptual profile in chemistry varies in the reduction proportion value, but the lowest was Rutherford atomic theories with 0.48 in middle-category. The need of complementary views for the atomic structure expecially in atomic theories bring important issues for understanding and teaching chemistry, which will be discussed further in the article

Preservice Physics Teachers’ Conceptual Profile of Time

Time is a concept of historical, social, cultural, philosophical, artistic, economic, technological, scientific relevance. Time assumes different meanings in the Sciences, especially in Physics, acquiring fundamental importance in different physical contexts. However, in both high school and college Physics courses in Brazil, time is usually treated as an abstract mathematical parameter to the detriment of recognizing its different meanings, domains of validity, and historicity concerning its genesis. Such treatment of the concept of time leads us to believe that these more particular notions would probably be present in the conceptions within the complex conceptual profile of future Physics teachers in training. We interviewed preservice physics teachers to investigate this hypothesis in physics teacher education. To categorize students’ conceptual profile zones, we developed the Concept Polysemy Organization Matrix (POM) based on the dimensions of the complex conceptual profile model and the genetic scales of Vygotsky. As a result, we start to structure future Physics teachers’ conceptual profile of time, identifying a myriad of meanings of time through POM. Beyond that, we verified that future physics teachers’ dominant meaning of time is numerical since their main formation activity in physics teacher education reinforces abstract mathematical-physical problem-solving.

Conceptual Profile of Vibrio Species and the Associated Physicochemical Dynamics of Some Aquatic Reservoirs in Andoni Local Government Area of Rivers State, Nigeria

Vibrio species are autochthonous in the aquatic environment, and are among the leading causes of waterborne disease outbreaks. The ecological prevalence of Vibrio spp. is however influenced by the environmental dynamics of the reservoir system. The study was therefore aimed at assessing the physicochemical as well as seasonal factors that influence the prevalence of Vibrio spp. in some communities in Andoni Local Government Area of Rivers State. A total of 28 water samples collected in two seasons, were subjected to bacteriological and physicochemical analysis, using standard procedures. The data obtained from the study showed that the physicochemical parameters were within WHO permissible limits except for pH which had mean values within the acidic range and varied between 5.51±0.32 during the wet season, and 5.78±0.79 during the dry season. Statistical analysis of the data obtained however showed that there was a significant difference (p < 0.05) in the conductivity values with respect to location, sample type (boreholes and wells) and season, TDS, Salinity and pH were however, significantly different (p < 0.05) with respect to location only. The study on the prevalence of the Vibrio spp. in the water sources showed a prevalence rate of 29.16% in the well water samples compared to the borehole water samples with 25% mean prevalence rate. The prevalence based on location further showed that Inyorong Community had the highest prevalence rate of 50%, followed by Ngo Community with 37.5% prevalence rate, while Ukwa Community had the lowest prevalence rate of 12.5 %. Also, assessment of the seasonal prevalence of the bacteria revealed the occurrence of the isolates was 37.5% and 16.6% in the wet and dry season, respectively. The presence of Vibrio spp. in these communities in Andoni Local Government Area is of a public health concern. Regular surveillance alongside preventive measures is therefore recommended for the prevention of cholera related disease outbreaks.

Conceptual Profile of Vibrio Species and the Associated Physicochemical Dynamics of Some Aquatic Reservoirs in Andoni Local Government Area of Rivers State, Nigeria

Vibrio species are autochthonous in the aquatic environment, and are among the leading causes of waterborne disease outbreaks. The ecological prevalence of Vibrio spp. is however influenced by the environmental dynamics of the reservoir system. The study was therefore aimed at assessing the physicochemical as well as seasonal factors that influence the prevalence of Vibrio spp. in some communities in Andoni Local Government Area of Rivers State. A total of 28 water samples collected in two seasons, were subjected to bacteriological and physicochemical analysis, using standard procedures. The data obtained from the study showed that the physicochemical parameters were within WHO permissible limits except for pH which had mean values within the acidic range and varied between 5.51±0.32 during the wet season, and 5.78±0.79 during the dry season. Statistical analysis of the data obtained however showed that there was a significant difference (p < 0.05) in the conductivity values with respect to location, sample type (boreholes and wells) and season, TDS, Salinity and pH were however, significantly different (p < 0.05) with respect to location only. The study on the prevalence of the Vibrio spp. in the water sources showed a prevalence rate of 29.16% in the well water samples compared to the borehole water samples with 25% mean prevalence rate. The prevalence based on location further showed that Inyorong Community had the highest prevalence rate of 50%, followed by Ngo Community with 37.5% prevalence rate, while Ukwa Community had the lowest prevalence rate of 12.5 %. Also, assessment of the seasonal prevalence of the bacteria revealed the occurrence of the isolates was 37.5% and 16.6% in the wet and dry season, respectively. The presence of Vibrio spp. in these communities in Andoni Local Government Area is of a public health concern. Regular surveillance alongside preventive measures is therefore recommended for the prevention of cholera related disease outbreaks.

The conceptual profile of equilibrium and its contributions to the teaching of chemical equilibrium

The learning of scientific concepts is one of the main research subjects in science education. Although little used, the theory of conceptual profiles allows the study of this knowledge, taking into account the presence of different ways of thinking about a certain concept in the same individual. This study aimed to build a conceptual profile for the concept of equilibrium and, based on this profile, relate it to the teaching and learning process of chemical equilibrium. Four zones were proposed to comprise the profile, called intuitive, static, kinetic and energetic. Subsequently, we analyzed the responses obtained in a questionnaire by students of Chemistry courses in order to group similar ways of speaking into categories related to the concept of equilibrium and the proposed zones for the conceptual profile. In the answers, we found some alternative conceptions already identified by the literature. Based on the results, the proposed zones for the conceptual profile of equilibrium indicate that establishing associations between the state of chemical equilibrium and the notion of equality can lead to conceptual errors and, therefore, it is suggested to give priority to the notion of stability. We also propose the use of studies on the History and Philosophy of Sciences applied to the teaching of chemical equilibrium to stimulate the emergence, dialogue and enrichment between the zones of conceptual profile in individuals.

子どもの科学概念理解研究におけるConceptual Profile Theoryの特質

子どもの科学概念理解研究におけるConceptual Profile Theoryの特質

Why the covalent bond is such a complex concept: a conceptual profile proposal

ABSTRACT The learning process of scientific concepts has been investigated and discussed in several studies in recent decades. However, the understanding of this process may be different depending on the psycho-pedagogical approach adopted. From the perspective of the conceptual profile, the same concept can present more than one mode of thinking and way of speaking, which can then be organised into different zones. In this study, we report a conceptual profile of the covalent bond, which contemplates epistemological and ontological commitments. To this end, we conducted a narrative review of the historical development of the concept, as well as a systematic review of the misconceptions of chemical bond reported in the literature, and applied a questionnaire to a higher education class in Chemistry. The results were compiled in the form of a semantic matrix with nineteen meanings, which was then transformed into four zones: indiscriminate connectivity, stabilising attractiveness, localised remnant, and systematic delocalisation. The proposal contributes to the discussion of the approaches that explain the content under study, specifically in the teaching of chemistry, by considering its polysemy and evolution in the students’ learning. Additionally, it allows the future planning of teaching units and textual analyses.

Isn’t all about trash... Children’s conceptions about ecology and their implications for biology education in Colombia

ABSTRACT The article presents the results of an exploratory-qualitative study about children´s conceptions of ecology in relation to media messages. The objective of the study has been to identify the role of ecologism and environmental campaigns on ecology conceptions of 105 6th grade children, age 10–12, from an educational institution in Bogotá, Colombia. A multi-method study, with an open-ended questionnaire and the use of drawings, has been conducted to explore students’ conceptions about ecology and its role; the concept of ecosystem and systemic thinking; and the identification of the sources of information. A content analysis, with theoretical categories based on the theory of social representation, has been applied. Results indicate that participants often relate ecology to recycling, separation of solid residues, and the care and conservation of the environment. Children do not refer to ecology as scientific theory probably because of the general discourse circulating in the media. The authors suggest that results have strong implications for biology education, especially about the ecology process, requiring the teacher's intervention to expand the children´s conceptual profile and scientific knowledge.

Justice in the Polish Constitutional Discourse and Its Social Connotations

The analysis of the use of the notion of justice in the Polish Constitution proves that in the course of historical development, the designated value was given various conceptual profiles. It was associated mostly with the law within the subjective (‘justified entitlement’) and objective scope (‘legitimacy’), with the judicial authorities (‘fair hearing’), and with the punishment (‘just decision’). Apart from juridical meaning, the notion of justice shall connote ‘equality’ or ‘equal treatment of all people’, including ‘equal justice under law’ or ‘objectivity of a judicial ruling’. Over time the justice gains social and political value which is reflected in the ideal of social justice meant as ‘the equality of all citizens and equal evaluation thereof’. The latter is highlighted in the Polish Constitution (of 1997) where justice is treated as the guiding moral and constitutional principle in the Republic of Poland. The significant profiles of names designating justice in the texts of the Constitution are confronted with the connotations appearing in the questionnaires filled up by the students of the universities in Białystok. In the eyes of young Poles, justice seems to be a human value which is important in their environment an shall be protected by the state.

Concepções de álgebra na educação matemática

RESUMO: Este artigo objetiva articular os conhecimentos algebricos elementares desenvolvidos por professores e os seus perfis conceituais, consoante Fiorentini, Miorim e Miguel (1993), Usiskin (1995), Lins e Gimenez (1997), Figueiredo (1997) e Lee (2001). Partimos de um estudo bibliografico para fundamentar o marco teorico e aplicacao de um questionario a fim de identificar as concepcoes dos professores acerca do ensino de algebra elementar de acordo com Lee. A articulacao natural entre situacoes concretas e do cotidiano para que os alunos visualizem a aplicacao da algebra, em distintos contextos, e fundamental para a construcao do raciocinio algebrico. No tocante ao ato de ensinar algebra principalmente e preciso ter em mente o objeto de estudo e transitar entre os diferentes registros semioticos a ele relacionados, como aponta Duval (2009). Bem como ampliar a forma de abordar a algebra a partir de varias concepcoes possiveis. PALAVRAS-CHAVES: Educacao algebrica, Concepcoes, Significados.

Ensinar e aprender ciências: processos dialeticamente mediados pelas interações em aula

Resumo: Apresentamos recorte de pesquisa-ação acerca das interações dialógicas em aulas de Ciências do 9º ano do Ensino Fundamental que foram vídeo-gravadas, transcritas e analisadas, segundo a “Teoria das Interações Discursivas” de Bakhtin, utilizando-se do conceito de enunciação como categoria analítica. O objetivo geral da pesquisa consiste em reconhecer como ocorrem as relações de mediação em sala de aula e como se dá a construção conceitual dos estudantes, imersos em processos ativos e mediados. Para este artigo, objetiva-se, especificamente, apresentar e discutir resultados parciais em termos das categorias analíticas – matematização do conteúdo e conflito entre modelos explicativos – as quais demonstraram os indícios de significação conceitual ocorridos no decurso das interações discursivas mediadas pelas diferentes formas de linguagem. Estabeleceu-se como hipótese de pesquisa que, a partir da escuta atenta às manifestações dos estudantes, imersos em processos interativos de aprender, é possível legitimá-las como mediações operativas no processo pedagógico. O caminho da investigação consistiu em identificar os fenômenos de interesse dos estudantes motivados pelos diálogos interativos ocorridos no contexto da aula, como ferramentas de mediação cognitiva e inseri-las no curso de novas interações conceituais e contextuais. Os resultados apresentados dão indícios de elaborações conceituais, pelos estudantes que ressignificam dialogicamente os fenômenos em estudo via linguagem científica, produzindo aprendizagens mediadas no ato pedagógico. Aprendizagens são percebidas em termos da evolução do perfil conceitual, em que os conhecimentos científicos, dentre outros, elaborados pelos estudantes, dialogicamente confirmam a hipótese de pesquisa. Palavras-chave: Enunciação. Conceitos científicos. Linguagem.

Multifaceted Chemistry Conceptual Profile of Selected Senior High School STEM Students from a Private School in Manila

Chemistry has always been identified as a discipline with pluralistic characteristics. This implies that chemistry can be viewed differently based on one’s conception, conceptual model, and conceptual change. Subsequently, this denotes into a diverse context, different profiles of conceptions, which then convey multifaceted view of the discipline. The polysemous view of chemistry was addressed and proposed into six chemistry conceptual profile zones - monist, epistemic, processual, pragmatic, aversive, and attractive. There is a need to recognize this and structure chemistry education based on conceptual profile, since the discipline is naturally complex, rich, and multifaceted. The objective of the study is to analyze, identify, and categorize the multifaceted conceptions in chemistry of selected senior high school STEM students enrolled in a certain private school in Manila City, under these six conceptual profile zones. More so, the study aims to determine the possible ways to improve the conceptions of students based on their own response and perspective. Descriptive qualitative research design through semantic thematic analysis and statistical inference using Chi-square of Goodness-of-Fit were employed to analyze the data. The result revealed that almost all of these (n=57) selected SHS STEM students can conceptualize the epistemic view in the profile zone but not the other five. Based on the two themes generated, it can be implied that there is always an opportunity for critical reflection on how to reconceptualize the discipline and take chemistry into a more authentic field of science and science education.

Conceptual Profile of Substance

Teachers face challenges when building the concept of substance with students because tensions of meanings emerge from students’ daily life and canonical ideas developed in classrooms. A powerful tool to address learning, pedagogical, and research challenges is the conceptual profile theory. According to this theory, people employ various ways of conceptualizing the world to signify experiences. Conceptual profiles are models of the heterogeneity of modes of thinking and speaking about a given scientific concept which are used in a variety of contexts. To better understand the heterogeneity of thinking/speaking about substance, the present study aimed to answer: (1) What are the zones that constitute the conceptual profile of substance?; and (2) What ways of thinking and speaking about substance do teachers and students exhibit when engaged in a classroom formative assessment activity? The study adopted an inductive–deductive qualitative analysis approach to analyze secondary data from the history of chemistry, philosophy of chemistry, and student thinking, as well as primary data from student and teacher questionnaires and interviews in eight classrooms, and a formative assessment activity in four of these classrooms. Six conceptual profile zones were found through identifying sets of ontological, epistemological, and axiological commitments regarding each zone. Subsequently, the conceptual profile of substance was tested by employing it to re-analyze the formative assessment activity to represent high school students’ and teachers’ thinking about substance. The developed conceptual profile was found to be effective, thus prospectively useful to teachers, in representing the heterogeneity of thinking about substance in chemistry classrooms.

PERFIL DE ADAPTAÇÃO E ENSINO DE EVOLUÇÃO: UMA METODOLOGIA DE USO DE PERFIS CONCEITUAIS NO PLANEJAMENTO DE ENSINO

Propõe-se uma estratégia metodológica de transformar os resultados das pesquisas em perfis conceituais em informações significativas e heurísticas para planejamento de ensino na educação básica, por meio da pesquisa em design educacional (design research). Aplicando a referida metodologia aos resultados de estudos com um perfil de adaptação, são apresentadas rotas de aprendizagem, objetivos, conteúdos, contextos para ensino médio de evolução, e diretrizes para uso da linguagem e gestão do discurso em sala de aula. Como resultado, essas informações são sistematizadas e enunciadas na forma de princípios de design de intervenções para o ensino médio de evolução.

A journey through the digestive system: analysis of a practical activity's use as a didactic resource for undergraduate students

ABSTRACT The digestive system is a fundamental topic in biological science teaching. Despite its importance, the level of students’ knowledge on the topic appears to differ from recommended levels at several educational grades. Their knowledge also seems to be resistant to change; therefore, this discrepancy may be viewed as an epistemological obstacle to teaching scientifically updated concepts related to the digestive system. Didactic-pedagogical resources are important tools for overcoming such difficulties. The present study was intended to analyse the use of a practical activity as a possible didactic resource to help (re)construct concepts regarding human digestive physiology and to amplify the conceptual profile of undergraduate students. Data collection was performed using questionnaires and semi-structured interviews to assess students’ knowledge of the digestive system before and after participating in the practical activity. Qualitative data analysis revealed that previous knowledge was partially aligned with that described in the literature, suggesting a possible epistemological obstacle to teaching and learning scientific concepts. Participation in the activity not only contributed to better understanding of general aspects of the digestive system but also appeared to help overcome possible epistemological obstacles, including the role of the intestine.