L. Nadelson, Benjamin C. Heddy, Suzanne H. Jones, Gita Taasoobshirazi, M. Johnson
Conceptual change can be a challenging process, particularly in science education where many of the concepts are complex, controversial, or counter-intuitive. Yet, conceptual change is fundamental to science learning, which suggests science educators and science education researchers need models to effectively address and investigate conceptual change. Consideration of the current research and extant models of conceptual change reflect a need for a holistic, comprehensive, and dynamic model of conceptual change. In response, we developed the Dynamic Model of Conceptual Change (DMCC), which uses multiple lines of research that explore the variables influencing conceptual change and the dynamic interactions that take place during the conceptual change process in science teaching and learning. Unique to the DMCC is the potential for iterations, regression, enter and exit points at various stages of the conceptual change process, and the influences of message recognition, message engagement and processing, and the nature of the resulting conceptual change. The DMCC contains elements from extant models along with previously un-emphasized influential conceptual change variables such as culture, society, attitude, practices, and personal epistemology. We constructed the DMCC to provide science educators and researchers a more holistic framework for exploring conceptual change in science instruction and learning.
{"title":"Conceptual Change in Science Teaching and Learning: Introducing the Dynamic Model of Conceptual Change","authors":"L. Nadelson, Benjamin C. Heddy, Suzanne H. Jones, Gita Taasoobshirazi, M. Johnson","doi":"10.17583/IJEP.2018.3349","DOIUrl":"https://doi.org/10.17583/IJEP.2018.3349","url":null,"abstract":"Conceptual change can be a challenging process, particularly in science education where many of the concepts are complex, controversial, or counter-intuitive. Yet, conceptual change is fundamental to science learning, which suggests science educators and science education researchers need models to effectively address and investigate conceptual change. Consideration of the current research and extant models of conceptual change reflect a need for a holistic, comprehensive, and dynamic model of conceptual change. In response, we developed the Dynamic Model of Conceptual Change (DMCC), which uses multiple lines of research that explore the variables influencing conceptual change and the dynamic interactions that take place during the conceptual change process in science teaching and learning. Unique to the DMCC is the potential for iterations, regression, enter and exit points at various stages of the conceptual change process, and the influences of message recognition, message engagement and processing, and the nature of the resulting conceptual change. The DMCC contains elements from extant models along with previously un-emphasized influential conceptual change variables such as culture, society, attitude, practices, and personal epistemology. We constructed the DMCC to provide science educators and researchers a more holistic framework for exploring conceptual change in science instruction and learning.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46032864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Guided by self-determination theory, the present study examines independent and interactive roles of self-efficacy and perceived social support in predicting types of academic motivation. Data were collected from 325 university undergraduates in 18-23 years of age (M=21.09, SD=1.34) from the fifth biggest city of South Asia. Results showed the independent and interactive effects of self-efficacy and social support from friends and from a significant other on intrinsic academic motivation after controlling the potential confounding due to demographics. Social support from friends, but not from family and a significant other, independently predicted extrinsic academic motivation. Neither self-efficacy nor social support significantly predicted amotivation.
{"title":"Personal and Social Resources Interplay Synergistically to Enhance Academic Motivation","authors":"Shameem Fatima, H. Sharif, G. Zimet","doi":"10.17583/IJEP.2018.3017","DOIUrl":"https://doi.org/10.17583/IJEP.2018.3017","url":null,"abstract":"Guided by self-determination theory, the present study examines independent and interactive roles of self-efficacy and perceived social support in predicting types of academic motivation. Data were collected from 325 university undergraduates in 18-23 years of age (M=21.09, SD=1.34) from the fifth biggest city of South Asia. Results showed the independent and interactive effects of self-efficacy and social support from friends and from a significant other on intrinsic academic motivation after controlling the potential confounding due to demographics. Social support from friends, but not from family and a significant other, independently predicted extrinsic academic motivation. Neither self-efficacy nor social support significantly predicted amotivation.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42278264","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While much is known about the benefits of shared reading activity for children, and the role of the home in cultivating shared reading practices far less is known about the factors that can influence parents’ shared reading practices with their children. Given that many young people leave school with poor relationships with reading, this study explores the links between parents’ own relationships with reading and the shared reading they practice with their own children in the home. Drawing on deep-level interview data, this paper presents data from six parents of pre-school children, who reported that they have had a poor personal relationship with reading. These parents all developed positive shared reading relationships with their children, however the importance of this study lies in understanding the interplay between these reading relationships. The data strongly suggested that the construct of ‘reading’ was very different from the ways in which reading had previously been defined for these participants. Reading, within a shared reading context, was seen as a very flexible construct which included activities such as talking and telling stories. In some cases, parents’ own relationships with reading seemed to improve. Implications for intervention with other families are discussed.
{"title":"Examining the Links between Parents’ Relationships with Reading and Shared Reading with their Pre-School Children","authors":"Rachael Levy, M. Hall, Jennifer Preece","doi":"10.17583/IJEP.2018.3480","DOIUrl":"https://doi.org/10.17583/IJEP.2018.3480","url":null,"abstract":"While much is known about the benefits of shared reading activity for children, and the role of the home in cultivating shared reading practices far less is known about the factors that can influence parents’ shared reading practices with their children. Given that many young people leave school with poor relationships with reading, this study explores the links between parents’ own relationships with reading and the shared reading they practice with their own children in the home. Drawing on deep-level interview data, this paper presents data from six parents of pre-school children, who reported that they have had a poor personal relationship with reading. These parents all developed positive shared reading relationships with their children, however the importance of this study lies in understanding the interplay between these reading relationships. The data strongly suggested that the construct of ‘reading’ was very different from the ways in which reading had previously been defined for these participants. Reading, within a shared reading context, was seen as a very flexible construct which included activities such as talking and telling stories. In some cases, parents’ own relationships with reading seemed to improve. Implications for intervention with other families are discussed.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48627596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Rethinking Early Literacies. Reading and Rewriting Worlds","authors":"Andrea Khalfaoui","doi":"10.17583/IJEP.2018.3531","DOIUrl":"https://doi.org/10.17583/IJEP.2018.3531","url":null,"abstract":"","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2018-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41768071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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