A multivariate model of conceptual change
| Autor: | Benjamin C. Heddy, Gita Taasoobshirazi, John W. Farley, MarLynn Bailey |
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| Rok vydání: | 2016 |
| Předmět: |
Need for cognition
Cognitive restructuring 05 social sciences 050301 education Educational psychology 050109 social psychology Cognition Boredom Conceptual change Structural equation modeling Education Concept learning Developmental and Educational Psychology medicine 0501 psychology and cognitive sciences medicine.symptom Psychology 0503 education Cognitive psychology |
| Zdroj: | Instructional Science. 44:125-145 |
| ISSN: | 1573-1952 0020-4277 |
| Popis: | The present study used the Cognitive Reconstruction of Knowledge Model (CRKM) model of conceptual change as a framework for developing and testing how key cognitive, motivational, and emotional variables are linked to conceptual change in physics. This study extends an earlier study developed by Taasoobshirazi and Sinatra (J Res Sci Teach 48:901–918, 2011) by providing a more comprehensive test of the CRKM. The variables included in the model tested in this study included emotions: boredom, enjoyment and anxiety; approach goals, need for cognition, motivation, deep cognitive engagement, course grade, and conceptual change. Results of a path analysis conducted on 117 introductory-level college physics students indicated that enjoyment was linked to students’ motivation, deep cognitive engagement, course grade, and conceptual change. Motivational variables were linked to cognitive engagement, course grade, and conceptual change. Finally, students’ course grade was linked to their conceptual change. Need for cognition, boredom, and anxiety played no role in the model. An alternative, revised model was presented excluding these three variables. Theoretical and practical implications of the study are discussed. |
| Databáze: | OpenAIRE |
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