International Handbook of Research on Conceptual Change, Vosniadou, Stella
Старое издание
Автор: Vosniadou, Stella Название: International Handbook of Research on Conceptual Change ISBN: 0415898838 ISBN-13(EAN): 9780415898836 Издательство: Taylor&Francis Рейтинг: Цена: 18374.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Название: Intentional Conceptual Change ISBN: 1138972924 ISBN-13(EAN): 9781138972926 Издательство: Taylor&Francis Рейтинг: Цена: 7501.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This volume is intended for scholars and graduate students studying knowledge acq and change. They come from a broad array of disc including educ psych, dev psych, sci educ, cog sci, and learning and instruction.
Описание: Abstract: Previous research has demonstrated that a refutational text challenging the commonly held conception that extrinsic reinforcement is a more effective strategy for motivating learning successfully facilitated conceptual change in preservice teachers. The purpose of this study was to extend this prior research by examining whether a motivational variable-teachers' intrinsic goal orientation-and a contextual variable-a controlling reward structure-moderate the effect of the text on preservice teachers' conceptual change. A sample of 188 undergraduate students enrolled in two upper- and one lower-division foundations of education courses read a refutational or non-refutational text about motivation, received a controlling or non-controlling extra credit reward structure, and completed a pre- and post-test instrument that measured their beliefs about motivating students. The conceptual change measured was separated into an intrinsic and extrinsic subscale to allow for a more specific analysis of the nature of conceptual change. ANCOVAs using intrinsic goal orientation, text type, and reward structure as independent variables, pre-test scores as a covariate, and post-test scores as the dependent variable revealed that (a) pretest beliefs were a significant covariate in the model, and (b) text type, goal orientation, and reward structure interact in significant ways to affect conceptual change. Particularly, post hoc analyses revealed that a controlling reward structure had a significant positive effect on conceptual change on the intrinsic and extrinsic subscale scores of students with low intrinsic goal orientations; however, for students with higher intrinsic goal orientations, a controlling reward structure appeared to undermine conceptual change. In the absence of a controlling reward structure, having a higher intrinsic goal orientation had a positive effect on conceptual change for both subscales. It was also found that regardless of goal orientation, providing participants with refutational text and a conditional reward structure most effectively facilitated conceptual change on the extrinsic subscale. Lastly, the observed conceptual change remained on the intrinsic scale scores and increased on the extrinsic scale scores after a 1-week delay. Dissertation Discovery Company and University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "The Role of Prior Beliefs Refutational d104 Intrinsic and Extrinsic Goals and Extrinsic Reward Structure in the Conceptual Change of Preservice Teachers" by Dawn M. Kutza, was obtained from University of Florida and is being sold with permission from the author. A digital copy of this work may also be found in the university's institutional repository, IR@UF. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.
Описание: Abstract: Previous research has demonstrated that a refutational text challenging the commonly held conception that extrinsic reinforcement is a more effective strategy for motivating learning successfully facilitated conceptual change in preservice teachers. The purpose of this study was to extend this prior research by examining whether a motivational variable-teachers' intrinsic goal orientation-and a contextual variable-a controlling reward structure-moderate the effect of the text on preservice teachers' conceptual change. A sample of 188 undergraduate students enrolled in two upper- and one lower-division foundations of education courses read a refutational or non-refutational text about motivation, received a controlling or non-controlling extra credit reward structure, and completed a pre- and post-test instrument that measured their beliefs about motivating students. The conceptual change measured was separated into an intrinsic and extrinsic subscale to allow for a more specific analysis of the nature of conceptual change. ANCOVAs using intrinsic goal orientation, text type, and reward structure as independent variables, pre-test scores as a covariate, and post-test scores as the dependent variable revealed that (a) pretest beliefs were a significant covariate in the model, and (b) text type, goal orientation, and reward structure interact in significant ways to affect conceptual change. Particularly, post hoc analyses revealed that a controlling reward structure had a significant positive effect on conceptual change on the intrinsic and extrinsic subscale scores of students with low intrinsic goal orientations; however, for students with higher intrinsic goal orientations, a controlling reward structure appeared to undermine conceptual change. In the absence of a controlling reward structure, having a higher intrinsic goal orientation had a positive effect on conceptual change for both subscales. It was also found that regardless of goal orientation, providing participants with refutational text and a conditional reward structure most effectively facilitated conceptual change on the extrinsic subscale. Lastly, the observed conceptual change remained on the intrinsic scale scores and increased on the extrinsic scale scores after a 1-week delay. Dissertation Discovery Company and University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "The Role of Prior Beliefs Refutational d104 Intrinsic and Extrinsic Goals and Extrinsic Reward Structure in the Conceptual Change of Preservice Teachers" by Dawn M. Kutza, was obtained from University of Florida and is being sold with permission from the author. A digital copy of this work may also be found in the university's institutional repository, IR@UF. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.
Автор: Sinatra, Gale M. Название: Intentional Conceptual Change ISBN: 0805838252 ISBN-13(EAN): 9780805838251 Издательство: Taylor&Francis Рейтинг: Цена: 20671.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Название: Converging perspectives on conceptual change ISBN: 1138205400 ISBN-13(EAN): 9781138205406 Издательство: Taylor&Francis Рейтинг: Цена: 5817.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Leading international scholars show how distinct interdisciplinary lines of research and inquiry complement each other and converge over time raising questions for the future of conceptual change research. Areas include process, modelling and argumentation, metacognition and epistemology, language and discourse, identity and social interaction.
Описание: Focuses upon the personal as well as instructional challenges invoked by the multiple outcomes of the pandemic extending well beyond health. The publication examines the extensive transformational changes that have occurred and provides strategies to understand and address them.
Автор: John E. Petrovic, Bedrettin Yazan Название: The Commodification of Language ISBN: 0367464071 ISBN-13(EAN): 9780367464073 Издательство: Taylor&Francis Рейтинг: Цена: 5970.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: This volume seeks to add to our understanding of how language is constructed in late capitalist societies. It is key reading for researchers and advanced students of critical sociolinguistics, language and economy and other areas within linguistics, applied linguistics and language teacher education.
Описание: The development of students’ conceptual understanding of the world is vital to their academic success at all grade levels and across content areas. This professional resource and course text presents expert perspectives on building conceptual knowledge and vocabulary through reading, writing, and classroom discussion.
Автор: Aulls, Mark W. Название: Inquiry in Education, Volume I ISBN: 0805827412 ISBN-13(EAN): 9780805827415 Издательство: Taylor&Francis Рейтинг: Цена: 22202.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: Historical and Conceptual Foundations of Measurement in the Human Sciences explores the assessment and measurement of non-physical attributes that define human beings: abilities, personalities, attitudes, dispositions, and values.
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