Identification of Conceptual Understanding in Biotechnology Learning

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Suryanti, E.; Fitriani, A.; Redjeki, S.; Riandi, R.

2018-04-01

Research on the identification of conceptual understanding in the learning of Biotechnology, especially on the concept of Genetic Engineering has been done. The lesson is carried out by means of discussion and presentation mediated-powerpoint media that contains learning materials with relevant images and videos. This research is a qualitative research with one-shot case study or one-group posttest-only design. Analysis of 44 students' answers show that only 22% of students understand the concept, 18% of students lack understanding of concepts, 57% of students have misconceptions, and 3% of students are error. It can be concluded that most students has misconceptions in learning the concept of Genetic Engineering.

Penerapan Model Pembelajaran Conceptual Understanding Procedures (CUPS sebagai Upaya Mengatasi Miskonsepsi Matematis Siswa

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Asri Gita

2018-01-01

Full Text Available Kesalahan dalam memahami konsep menjadi salah satu faktor yang menyebabkan miskonsepsi pada pelajaran matematika. Miskonsepsi pada materi bangun datar disebabkan oleh cara belajar siswa yang hanya menghafalkan bentuk dasar tanpa memahami hubungan antar bangun datar dan sifat-sifatnya. Upaya yang dilakukan dalam mengatasi miskonsepsi tersebut adalah dengan menerapkan pembelajaran konstruktivis. Salah satu model pembelajaran konstruktivis adalah Conceptual Understanding Procedures (CUPs. Tujuan dari penelitian ini adalah untuk mengetahui penerapan model pembelajaran Conceptual Understanding Procedures (CUPs sebagai upaya mengatasi miskonsepsi matematis siswa pada materi sifat-sifat bangun datar segiempat. Subjek penelitian adalah 12 orang siswa SMP yang mengalami miskonsepsi pada materi sifat-sifat bangun datar segiempat. Teknik pengumpulan data pada penelitian ini melalui tes, video, observasi, dan wawancara. Validitas dan reliabilitas data melalui credibility, dependability, transferability, dan confirmability. Hasil dari penelitian ini menunjukkan bahwa penerapan model pembelajaran Conceptual Understanding Procedures (CUPs yang terdiri dari fase individu, fase kelompok triplet, dan fase interpretasi seluruh kelas dapat mengatasi miskonsepsi siswa pada materi sifat-sifat bangun datar segiempat. Perubahan miskonsepsi siswa juga dapat dilihat dari nilai tes yang mengalami peningkatan nilai berdasarkan nilai tes awal dan tes akhir siswa. Kata Kunci: Conceptual Understanding Procedures (CUPs, miskonsepsi, segiempat.   ABSTRACT Mistakes in understanding the concept became one of the factors that led to misconceptions in mathematics. The misconceptions in plane shapes are caused by the way of learning of students who only memorize the basic form without understanding the relationship between the plane shapes and its properties. Efforts made in overcoming these misconceptions is to apply constructivist learning. One of the constructivist learning

Understanding Early Elementary Children's Conceptual Knowledge of Plant Structure and Function through Drawings

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Anderson, Janice L.; Ellis, Jane P.; Jones, Alan M.

2014-01-01

This study examined children's drawings to explain children's conceptual understanding of plant structure and function. The study explored whether the children's drawings accurately reflect their conceptual understanding about plants in a manner that can be interpreted by others. Drawing, survey, interview, and observational data were collected…

Defining conceptual understanding for teaching in international business

NARCIS (Netherlands)

Ashley, S.M.|info:eu-repo/dai/nl/345732790; Schaap, H.|info:eu-repo/dai/nl/304822914; de Bruijn, E.|info:eu-repo/dai/nl/074460919

2016-01-01

The aim of this exploratory study is to develop a definition of conceptual understanding for teaching in international business. In international business, professionals face complex problems like what to produce, where to manufacture, which markets to target, and when to expand abroad. A clear

Defining Conceptual Understanding for Teaching in International Business

NARCIS (Netherlands)

Ashley, S.; Schaap, H.; Bruijn, E. de

2016-01-01

The aim of this exploratory study is to develop a definition of conceptual understanding for teaching in international business. In international business, professionals face complex problems like what to produce, where to manufacture, which markets to target, and when to expand abroad. A clear

A conceptual framework to understand academic student volunteerism

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Cunha, Jorge; Mensing, Rainer; Benneworth, Paul Stephen

2018-01-01

This paper develops a conceptual framework to understand the value of an increasing number of university study programmes that send students to the global south by learning through volunteering. We ask the research question what determines the benefit that these activities bring to the host

Learning science in small groups: The relationship of conversation to conceptual understanding

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McDonald, James Tarleton

The purpose of this study was to investigate the relationship between conversation and conceptual understanding of erosion. The objective of this study was to investigate how fifth grade students' conceptions of erosion changed while they used stream tables and worked in groups of four within an inquiry-based curriculum. This study used symbolic interactionism and sociocognitive frameworks to interpret science learning in the elementary classroom. The research focused on the conceptual understanding of the focal group students, their use of classroom discourse to talk about their understandings of erosion, and the expertise that emerged while using stream tables. This study took place over a one-semester long study on erosion. Key informants were eight fifth graders. The data sources consisted of children's journals; transcripts of audiotaped interviews with the key informants before, during, and after the erosion unit; transcripts of videotapes of the students using the stream tables; and field notes recording children's discourse and activity. Individual and group cases were constructed during the study. The knowledge of the eight focal group children was placed on a hierarchy of conceptual understanding that contained 8 components of the erosion process. All four of the students whose ideas were examined in depth gained in their conceptual understanding of erosion. Students' individual expertise enhanced their own conceptual understanding. The contribution of classroom discourse and expertise to conceptual understanding differed between the two focal groups. Group 1 used essential expertise to sustain generative conversations, maximizing their learning opportunities. Students in Group 1 got along with one another, rotated assigned roles and jobs, and were able to start their own generative conversations. Members of Group 1 asked generative questions, connected stream table events to real life situations, and involved everyone in the group. Group 2 engaged in a

A Worksheet to Enhance Students’ Conceptual Understanding in Vector Components

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Wutchana, Umporn; Emarat, Narumon

2017-09-01

With and without physical context, we explored 59 undergraduate students’conceptual and procedural understanding of vector components using both open ended problems and multiple choice items designed based on research instruments used in physics education research. The results showed that a number of students produce errors and revealed alternative conceptions especially when asked to draw graphical form of vector components. It indicated that most of them did not develop a strong foundation of understanding in vector components and could not apply those concepts to such problems with physical context. Based on the findings, we designed a worksheet to enhance the students’ conceptual understanding in vector components. The worksheet is composed of three parts which help students to construct their own understanding of definition, graphical form, and magnitude of vector components. To validate the worksheet, focus group discussions of 3 and 10 graduate students (science in-service teachers) had been conducted. The modified worksheet was then distributed to 41 grade 9 students in a science class. The students spent approximately 50 minutes to complete the worksheet. They sketched and measured vectors and its components and compared with the trigonometry ratio to condense the concepts of vector components. After completing the worksheet, their conceptual model had been verified. 83% of them constructed the correct model of vector components.

Understanding the Conceptual Development Phase of Applied Theory-Building Research: A Grounded Approach

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Storberg-Walker, Julia

2007-01-01

This article presents a provisional grounded theory of conceptual development for applied theory-building research. The theory described here extends the understanding of the components of conceptual development and provides generalized relations among the components. The conceptual development phase of theory-building research has been widely…

The Role of Computer Modeling in Enhancing Students' Conceptual Understanding of Physics

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F. Ornek

2012-04-01

Full Text Available The purpose of this study was to investigate how the use of the computer simulations program VPython facilitated students’ conceptual understanding of fundamental physical principles and in constructing new knowledge of physics. We focused on students in a calculus-based introductory physics course, based on the Matter and Interactions curriculum of Chabay & Sherwood (2002 at a large state engineering and science university in the USA. A major emphasis of this course was on computer modeling by using VPython to write pro¬grams simulating physical systems. We conducted multiple student interviews, as well as an open-ended exit survey, to find out student views on how creating their own simulations to enhanced-conceptual understanding of physics and in constructing new knowledge of phys¬ics. The results varied in relation to the phases when the interviews were conducted. At the beginning of the course, students viewed the simulation program as a burden. However, dur¬ing the course, students stated that it promoted their knowledge and better conceptual understanding of physical phenomena. We deduce that VPython computer simulations can improve students’ conceptual understanding of fundamental physical concepts and promote construction of new knowledge in physics, once they overcome the initial learning curve associated with the VPython software package.

Facilitating conceptual change in students’ understanding of concepts related to pressure

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Ozkan, Gulbin; Sezgin Selcuk, Gamze

2016-09-01

The aim of this research was to explore the effects of three different types of methods of learning physics (conceptual change-based, real life context-based and traditional learning) on high school physics students in the 11th grade in terms of conceptual change they achieved in learning about the various topics (pressure exerted by solids, pressure in stagnant liquids and gases, buoyancy, Bernoulli’s principle). In this study, a pre-test/post-test quasi-experimental method with nonequivalent control group, involving a 3 (group) × 2 (time) factorial design was used. Study group 1 were given the conceptual change texts on the mentioned subjects, study group 2 were offered a teaching approach based on real life context-based learning, whereas the control group was taught in the traditional style. Data for the research were collected with the ‘pressure conceptual test’. As a result of research, the number of misconceptions had been reduced or shifted altogether in all three groups. After the instruction, it was seen that none of the students formed new misconceptions. It was found that the most positive change could be seen in the conceptual change text group followed by context-based and lastly traditional. The fact that none of the students formed new misconceptions is important, particularly since research such as the following shows that conceptual change is tenuous and inconsistent, taking time to shift in a sustained manner.

Impact of Math Snacks Games on Students' Conceptual Understanding

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Winburg, Karin; Chamberlain, Barbara; Valdez, Alfred; Trujillo, Karen; Stanford, Theodore B.

2016-01-01

This "Math Snacks" intervention measured 741 fifth grade students' gains in conceptual understanding of core math concepts after game-based learning activities. Teachers integrated four "Math Snacks" games and related activities into instruction on ratios, coordinate plane, number systems, fractions and decimals. Using a…

Primary Student-Teachers' Conceptual Understanding of the Greenhouse Effect: A mixed method study

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Ratinen, Ilkka Johannes

2013-04-01

The greenhouse effect is a reasonably complex scientific phenomenon which can be used as a model to examine students' conceptual understanding in science. Primary student-teachers' understanding of global environmental problems, such as climate change and ozone depletion, indicates that they have many misconceptions. The present mixed method study examines Finnish primary student-teachers' understanding of the greenhouse effect based on the results obtained via open-ended and closed-form questionnaires. The open-ended questionnaire considers primary student-teachers' spontaneous ideas about the greenhouse effect depicted by concept maps. The present study also uses statistical analysis to reveal respondents' conceptualization of the greenhouse effect. The concept maps and statistical analysis reveal that the primary student-teachers' factual knowledge and their conceptual understanding of the greenhouse effect are incomplete and even misleading. In the light of the results of the present study, proposals for modifying the instruction of climate change in science, especially in geography, are presented.

The Interaction of Procedural Skill, Conceptual Understanding and Working Memory in Early Mathematics Achievement

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Camilla Gilmore

2017-12-01

Full Text Available Large individual differences in children’s mathematics achievement are observed from the start of schooling. Previous research has identified three cognitive skills that are independent predictors of mathematics achievement: procedural skill, conceptual understanding and working memory. However, most studies have only tested independent effects of these factors and failed to consider moderating effects. We explored the procedural skill, conceptual understanding and working memory capacity of 75 children aged 5 to 6 years as well as their overall mathematical achievement. We found that, not only were all three skills independently associated with mathematics achievement, but there was also a significant interaction between them. We found that levels of conceptual understanding and working memory moderated the relationship between procedural skill and mathematics achievement such that there was a greater benefit of good procedural skill when associated with good conceptual understanding and working memory. Cluster analysis also revealed that children with equivalent levels of overall mathematical achievement had differing strengths and weaknesses across these skills. This highlights the importance of considering children’s skill profile, rather than simply their overall achievement.

Graduate Employability: A Conceptual Framework for Understanding Employers' Perceptions

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Cai, Yuzhuo

2013-01-01

This study provides a conceptual framework for understanding what employers think about the value of graduates with similar educational credentials in the workplace (their employability), using insights from the new institutionalism. In this framework, the development of employers' beliefs about graduates' employability is broken into a number of…

Understanding childbirth practices as an organizational cultural phenomenon: a conceptual framework.

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Behruzi, Roxana; Hatem, Marie; Goulet, Lise; Fraser, William; Misago, Chizuru

2013-11-11

Understanding the main values and beliefs that might promote humanized birth practices in the specialized hospitals requires articulating the theoretical knowledge of the social and cultural characteristics of the childbirth field and the relations between these and the institution. This paper aims to provide a conceptual framework allowing examination of childbirth practices through the lens of an organizational culture theory. A literature review performed to extrapolate the social and cultural factors contribute to birth practices and the factors likely overlap and mutually reinforce one another, instead of complying with the organizational culture of the birth place. The proposed conceptual framework in this paper examined childbirth patterns as an organizational cultural phenomenon in a highly specialized hospital, in Montreal, Canada. Allaire and Firsirotu's organizational culture theory served as a guide in the development of the framework. We discussed the application of our conceptual model in understanding the influences of organizational culture components in the humanization of birth practices in the highly specialized hospitals and explained how these components configure both the birth practice and women's choice in highly specialized hospitals. The proposed framework can be used as a tool for understanding the barriers and facilitating factors encountered birth practices in specialized hospitals.

Subject- and Experience-Bound Differences in Teachers' Conceptual Understanding of Sustainable Development

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Borg, C.; Gericke, N.; Höglund, H.-O.; Bergman, E.

2014-01-01

This article describes the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers' conceptual understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable…

Impact of Learning Model Based on Cognitive Conflict toward Student’s Conceptual Understanding

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Mufit, F.; Festiyed, F.; Fauzan, A.; Lufri, L.

2018-04-01

The problems that often occur in the learning of physics is a matter of misconception and low understanding of the concept. Misconceptions do not only happen to students, but also happen to college students and teachers. The existing learning model has not had much impact on improving conceptual understanding and remedial efforts of student misconception. This study aims to see the impact of cognitive-based learning model in improving conceptual understanding and remediating student misconceptions. The research method used is Design / Develop Research. The product developed is a cognitive conflict-based learning model along with its components. This article reports on product design results, validity tests, and practicality test. The study resulted in the design of cognitive conflict-based learning model with 4 learning syntaxes, namely (1) preconception activation, (2) presentation of cognitive conflict, (3) discovery of concepts & equations, (4) Reflection. The results of validity tests by some experts on aspects of content, didactic, appearance or language, indicate very valid criteria. Product trial results also show a very practical product to use. Based on pretest and posttest results, cognitive conflict-based learning models have a good impact on improving conceptual understanding and remediating misconceptions, especially in high-ability students.

Epistemic Beliefs and Conceptual Understanding in Biotechnology: A Case Study

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Rebello, Carina M.; Siegel, Marcelle A.; Witzig, Stephen B.; Freyermuth, Sharyn K.; McClure, Bruce A.

2012-01-01

The purpose of this investigation was to explore students' epistemic beliefs and conceptual understanding of biotechnology. Epistemic beliefs can influence reasoning, how individuals evaluate information, and informed decision making abilities. These skills are important for an informed citizenry that will participate in debates regarding areas in…

The semiosis of students’ conceptual understanding of biochemistry

DEFF Research Database (Denmark)

Musaeus, Peter; Mathiesen, Søren Læssøe; Dahl, Mads Ronald

2013-01-01

University students learning of scientific concepts can be described as a process of semiosis at three different levels: Ontogenetic, whereby students over time actively acquire signs that represent new meaning to themselves; mesogenetic, whereby a teacher through teaching an dialogue activities...... together with students build conceptual understanding; sociogenetic, whereby the scientific achievements of a science disseminate into the classroom. Semiotic processes have been investigated in educational semiotics (Cunningham, 1992), sociocultural psychology (Valsiner, 2007) and research on math...

Promoting Conceptual Change in First Year Students' Understanding of Evaporation

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Costu, Bayram; Ayas, Alipasa; Niaz, Mansoor

2010-01-01

We constructed the PDEODE (Predict-Discuss-Explain-Observe-Discuss-Explain) teaching strategy, a variant of the classical POE (Predict-Observe-Explain) activity, to promote conceptual change, and investigated its effectiveness on student understanding of the evaporation concept. The sample consisted of 52 first year students in a primary science…

Development of two tier test to assess conceptual understanding in heat and temperature

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Winarti; Cari; Suparmi; Sunarno, Widha; Istiyono, Edi

2017-01-01

Heat and temperature is a concept that has been learnt from primary school to undergraduate levels. One problem about heat and temperature is that they are presented abstractly, theoretical concept. A student conceptual frameworks develop from their daily experiences. The purpose of this research was to develop a two-tier test of heat and temperature concept and measure conceptual understanding of heat and temperature of the student. This study consist of two method is qualitative and quantitative method. The two-tier test was developed using procedures defined by Borg and Gall. The two-tier test consisted of 20 question and was tested for 137 students for collecting data. The result of the study showed that the two-tier test was effective in determining the students’ conceptual understanding and also it might be used as an alternative for assessment and evaluation of students’ achievement

Using Two-Tier Test to Identify Primary Students' Conceptual Understanding and Alternative Conceptions in Acid Base

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Bayrak, Beyza Karadeniz

2013-01-01

The purpose of this study was to identify primary students' conceptual understanding and alternative conceptions in acid-base. For this reason, a 15 items two-tier multiple choice test administered 56 eighth grade students in spring semester 2009-2010. Data for this study were collected using a conceptual understanding scale prepared to include…

A New Conceptual Model for Understanding International Students' College Needs

Science.gov (United States)

Alfattal, Eyad

2016-01-01

This study concerns the theory and practice of international marketing in higher education with the purpose of exploring a conceptual model for understanding international students' needs in the context of a four-year college in the United States. A transcendental phenomenological design was employed to investigate the essence of international…

Conceptual Change in Understanding the Nature of Science Learning: An Interpretive Phenomenological Analysis

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DiBenedetto, Christina M.

This study is the first of its kind to explore the thoughts, beliefs, attitudes and values of secondary educators as they experience conceptual change in their understanding of the nature of science learning vis a vis the Framework for K-12 Science Education published by the National Research Council. The study takes aim at the existing gap between the vision for science learning as an active process of inquiry and current pedagogical practices in K-12 science classrooms. For students to understand and explain everyday science ideas and succeed in science studies and careers, the means by which they learn science must change. Focusing on this change, the study explores the significance of educator attitudes, beliefs and values to science learning through interpretive phenomenological analysis around the central question, "In what ways do educators understand and articulate attitudes and beliefs toward the nature of science learning?" The study further explores the questions, "How do educators experience changes in their understanding of the nature of science learning?" and "How do educators believe these changes influence their pedagogical practice?" Study findings converge on four conceptions that science learning: is the action of inquiry; is a visible process initiated by both teacher and learner; values student voice and changing conceptions is science learning. These findings have implications for the primacy of educator beliefs, attitudes and values in reform efforts, science teacher leadership and the explicit instruction of both Nature of Science and conceptual change in educator preparation programs. This study supports the understanding that the nature of science learning is cognitive and affective conceptual change. Keywords: conceptual change, educator attitudes and beliefs, framework for K-12 science education, interpretive phenomenological analysis, nature of science learning, next generation science standards, science professional development

From Human Activity to Conceptual Understanding of the Chain Rule

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Jojo, Zingiswa Mybert Monica; Maharaj, Aneshkumar; Brijlall, Deonarain

2013-01-01

This article reports on a study which investigated first year university engineering students' construction of the definition of the concept of the chain rule in differential calculus at a University of Technology in South Africa. An APOS (Action-Process-Objects-Schema) approach was used to explore conceptual understanding displayed by students in…

A Conceptual Framework for Understanding Unintended Prolonged Opioid Use.

Science.gov (United States)

Hooten, W Michael; Brummett, Chad M; Sullivan, Mark D; Goesling, Jenna; Tilburt, Jon C; Merlin, Jessica S; St Sauver, Jennifer L; Wasan, Ajay D; Clauw, Daniel J; Warner, David O

2017-12-01

An urgent need exists to better understand the transition from short-term opioid use to unintended prolonged opioid use (UPOU). The purpose of this work is to propose a conceptual framework for understanding UPOU that posits the influence of 3 principal domains that include the characteristics of (1) individual patients, (2) the practice environment, and (3) opioid prescribers. Although no standardized method exists for developing a conceptual framework, the process often involves identifying corroborative evidence, leveraging expert opinion to identify factors for inclusion in the framework, and developing a graphic depiction of the relationships between the various factors and the clinical problem of interest. Key patient characteristics potentially associated with UPOU include (1) medical and mental health conditions; (2) pain etiology; (3) individual affective, behavioral, and neurophysiologic reactions to pain and opioids; and (4) sociodemographic factors. Also, UPOU could be influenced by structural and health care policy factors: (1) the practice environment, including the roles of prescribing clinicians, adoption of relevant practice guidelines, and clinician incentives or disincentives, and (2) the regulatory environment. Finally, characteristics inherent to clinicians that could influence prescribing practices include (1) training in pain management and opioid use; (2) personal attitudes, knowledge, and beliefs regarding the risks and benefits of opioids; and (3) professionalism. As the gatekeeper to opioid access, the behavior of prescribing clinicians directly mediates UPOU, with the 3 domains interacting to determine this behavior. This proposed conceptual framework could guide future research on the topic and allow plausible hypothesis-based interventions to reduce UPOU. Copyright © 2017 Mayo Foundation for Medical Education and Research. Published by Elsevier Inc. All rights reserved.

Improving Students' Conceptual Understanding of the Greenhouse Effect Using Theory-Based Learning Materials that Promote Deep Learning

Science.gov (United States)

Reinfried, Sibylle; Aeschbacher, Urs; Rottermann, Benno

2012-01-01

Students' everyday ideas of the greenhouse effect are difficult to change. Environmental education faces the challenge of developing instructional settings that foster students' conceptual understanding concept of the greenhouse effect in order to understand global warming. To facilitate students' conceptual development with regard to the…

Verbal understanding: Integrating the conceptual analyses of Skinner, Ryle, and Wittgenstein.

Science.gov (United States)

Schoneberger, T

1991-01-01

Gilbert Ryle's (1949) and Ludwig Wittgenstein's (1953; 1958; 1974/78) conceptual analyses of verbal understanding are presented. For Ryle, the term understanding signifies simultaneously an acquired disposition and a behavioral episode. For Wittgenstein, it signifies simultaneously a skill and a criterial behavior. Both argued that episodes of understanding comprise heterogenious classes of behaviors, and that each member of such a class is neither a necessary nor a sufficient condition of understanding. Next, an approach integrating the analyses of Ryle and Wittgenstein with that of Skinner is presented. Lastly, it is argued that this integrated analysis adequately counters Parrott's (1984) argument that understanding, for Skinner, is potential behavior and not an event.

The Effect of a Conceptual Change Approach on Understanding of Students' Chemical Equilibrium Concepts

Science.gov (United States)

Atasoy, Basri; Akkus, Huseyin; Kadayifci, Hakki

2009-01-01

The purpose of this study was to compare the effects of a conceptual change approach over traditional instruction on tenth-grade students' conceptual achievement in understanding chemical equilibrium. The study was conducted in two classes of the same teacher with participation of a total of 44 tenth-grade students. In this study, a…

Can an egg-dropping race enhance students' conceptual understanding of air resistance?

Science.gov (United States)

Lee, Yeung Chung; Kwok, Ping Wai

2009-03-01

Children are familiar with situations in which air resistance plays an important role, such as parachuting. However, it is not known whether they have any understanding about the concept of air resistance, how air resistance affects falling objects, and the differential effect it has on different objects. The literature reveals that there are misconceptions even among undergraduate physics students about how air resistance is affected by the mass and size of falling objects. A study was carried out in Hong Kong to explore Grade 6 students' (aged 11-12) conceptions of air resistance with respect to falling objects of different size and mass, and whether the subjects showed any change in their conceptual understanding after participating in an egg-dropping race. The findings show that students had a wide range of conceptions, which could be characterized into different levels. Their conceptions seem rather robust, and more structured interventions are required to bring about changes in students' conceptual understanding of air resistance.

Understanding integrated care: a comprehensive conceptual framework based on the integrative functions of primary care.

NARCIS (Netherlands)

Valentijn, P.P.; Schepman, S.M.; Opheij, W.; Bruijnzeels, M.A.

2013-01-01

Introduction: Primary care has a central role in integrating care within a health system. However, conceptual ambiguity regarding integrated care hampers a systematic understanding. This paper proposes a conceptual framework that combines the concepts of primary care and integrated care, in order to

Understanding integrated care: a comprehensive conceptual framework based on the integrative functions of primary care.

Science.gov (United States)

Valentijn, Pim P; Schepman, Sanneke M; Opheij, Wilfrid; Bruijnzeels, Marc A

2013-01-01

Primary care has a central role in integrating care within a health system. However, conceptual ambiguity regarding integrated care hampers a systematic understanding. This paper proposes a conceptual framework that combines the concepts of primary care and integrated care, in order to understand the complexity of integrated care. The search method involved a combination of electronic database searches, hand searches of reference lists (snowball method) and contacting researchers in the field. The process of synthesizing the literature was iterative, to relate the concepts of primary care and integrated care. First, we identified the general principles of primary care and integrated care. Second, we connected the dimensions of integrated care and the principles of primary care. Finally, to improve content validity we held several meetings with researchers in the field to develop and refine our conceptual framework. The conceptual framework combines the functions of primary care with the dimensions of integrated care. Person-focused and population-based care serve as guiding principles for achieving integration across the care continuum. Integration plays complementary roles on the micro (clinical integration), meso (professional and organisational integration) and macro (system integration) level. Functional and normative integration ensure connectivity between the levels. The presented conceptual framework is a first step to achieve a better understanding of the inter-relationships among the dimensions of integrated care from a primary care perspective.

A Conceptual Understanding of Organizational Identity in the Social Media Environment

OpenAIRE

Jimmy Young

2013-01-01

Nonprofit organizations have increasingly adopted the use of social media over the last several years. This presents a myriad of challenges and opportunities in regards to organizational identity. This paper provides a conceptual understanding of identity as an entry point for nonprofit organizations to deliberate their own use of social media and the relative impact on organizational identity. A theoretical understanding of the formation of social identity situates the development of organiz...

Understanding Notional Machines through Traditional Teaching with Conceptual Contraposition and Program Memory Tracing

Directory of Open Access Journals (Sweden)

Jeisson Hidalgo-Céspedes

2016-08-01

Full Text Available A correct understanding about how computers run code is mandatory in order to effectively learn to program. Lectures have historically been used in programming courses to teach how computers execute code, and students are assessed through traditional evaluation methods, such as exams. Constructivism learning theory objects to students’ passiveness during lessons, and traditional quantitative methods for evaluating a complex cognitive process such as understanding. Constructivism proposes complimentary techniques, such as conceptual contraposition and colloquies. We enriched lectures of a “Programming II” (CS2 course combining conceptual contraposition with program memory tracing, then we evaluated students’ understanding of programming concepts through colloquies. Results revealed that these techniques applied to the lecture are insufficient to help students develop satisfactory mental models of the C++ notional machine, and colloquies behaved as the most comprehensive traditional evaluations conducted in the course.

Probability as a conceptual hurdle to understanding one-dimensional quantum scattering and tunnelling

International Nuclear Information System (INIS)

Domert, Daniel; Linder, Cedric; Ingerman, Ake

2005-01-01

This paper draws on part of a larger project looking at university students' learning difficulties associated with quantum mechanics. Here an unexpected and interesting aspect was brought to the fore while students were discussing a computer simulation of one-dimensional quantum scattering and tunnelling. In these explanations the most dominant conceptual hurdle that emerged in the students' explanations was centred around the notion of probability. To explore this further, categories of description of the variation in the understanding of probability were constituted. The analysis reported is done in terms of the various facets of probability encountered in the simulation and characterizes dynamics of this conceptual hurdle to appropriate understanding of the scattering and tunnelling process. Pedagogical implications are discussed

Towards a Novel Conceptual Framework for Understanding Mergers in Higher Education

Science.gov (United States)

Cai, Yuzhuo; Pinheiro, Rómulo; Geschwind, Lars; Aarrevaara, Timo

2016-01-01

This paper tries to develop a conceptual framework for a comprehensive understanding of the merger process, which is regarded as a matter of institutionalization of organizational innovation. In the framework, a number of factors affecting merger process or institutionalization of merger are identified, such as those related to environmental…

Scaffolding software: How does it influence student conceptual understanding and motivation?

Science.gov (United States)

Butler, Kyle A.

The purpose of this study was to determine the influence of scaffolding software on student conceptual understanding and motivation. This study also provides insight on how students use the scaffolding features found in Artemis and the extent to which features show a relationship to student conceptual understanding and motivation. A Randomized Solomon Four Group Design was used in this study. As students worked through a project based unit over photosynthesis, the students performed information seeking activities that were based on their own inquiry. For this purpose, the students in the experimental group used an example of scaffolding software called Artemis, while the students in the control group used a search engine of their choice. To measure conceptual understanding, the researcher analyzed student generated concept maps on photosynthesis using three different methods (quantitative, qualitative, hierarchical). To measure motivation, the researcher used a survey that measured motivation on five different indicators: intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning and performance. Finally, the researcher looked at the relationship and influence of the scaffolding features on two student performance scores at the end of the unit. This created a total of ten dependent variables in relationship to the treatment. Overall, the students used the collaborative features 25% of the time, the maintenance features 0.84% of the time, the organizational features 16% of the time, the saving/viewing features 7% of the time and the searching features 51% of the time. There were significant correlations between the saving/viewing features hits and the students' task value (r = .499, p motivation.

Developing Conceptual Understanding of Fractions with Year Five and Six Students

Science.gov (United States)

Mills, Judith

2016-01-01

This paper presents findings from classroom observations of one teacher (Beth). It focusses on the development of conceptual understanding of fractions with her students, articulated in Kieren's sub-constructs (Kieren, 1980,1988), and Hansen's progressions (Hansen, 2005). The study covers three lessons within a six week unit. Findings from this…

Assessing the Conceptual Understanding about Heat and Thermodynamics at Undergraduate Level

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Kulkarni, Vasudeo Digambar; Tambade, Popat Savaleram

2013-01-01

In this study, a Thermodynamic Concept Test (TCT) was designed to assess student's conceptual understanding heat and thermodynamics at undergraduate level. The different statistical tests such as item difficulty index, item discrimination index, point biserial coefficient were used for assessing TCT. For each item of the test these indices were…

Longitudinal study of student conceptual understanding in electricity and magnetism

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S. J. Pollock

2009-12-01

Full Text Available We have investigated the long-term effect of student-centered instruction at the freshman level on juniors’ performance on a conceptual survey of Electricity and Magnetism (E&M. We measured student performance on a research-based conceptual instrument—the Brief Electricity & Magnetism Assessment (BEMA–over a period of 8 semesters (2004–2007. Concurrently, we introduced the University of Washington's Tutorials in Introductory Physics as part of our standard freshman curriculum. Freshmen took the BEMA before and after this Tutorial-based introductory course, and juniors took it after completion of their traditional junior-level E&M I and E&M II courses. We find that, on average, individual BEMA scores do not change significantly after completion of the introductory course—neither from the freshman to the junior year, nor from upper-division E&M I to E&M II. However, we find that juniors who had completed a non-Tutorial freshman course scored significantly lower on the (post-upper-division BEMA than those who had completed the reformed freshman course—indicating a long-term positive impact of freshman Tutorials on conceptual understanding.

Examining the Conceptual Understandings of Geoscience Concepts of Students with Visual Impairments: Implications of 3-D Printing

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Koehler, Karen E.

The purpose of this qualitative study was to explore the use of 3-D printed models as an instructional tool in a middle school science classroom for students with visual impairments and compare their use to traditional tactile graphics for aiding conceptual understanding of geoscience concepts. Specifically, this study examined if the students' conceptual understanding of plate tectonics was different when 3-D printed objects were used versus traditional tactile graphics and explored the misconceptions held by students with visual impairments related to plate tectonics and associated geoscience concepts. Interview data was collected one week prior to instruction and one week after instruction and throughout the 3-week instructional period and additional ata sources included student journals, other student documents and audio taped instructional sessions. All students in the middle school classroom received instruction on plate tectonics using the same inquiry-based curriculum but during different time periods of the day. One group of students, the 3D group, had access to 3-D printed models illustrating specific geoscience concepts and the group of students, the TG group, had access to tactile graphics illustrating the same geoscience concepts. The videotaped pre and post interviews were transcribed, analyzed and coded for conceptual understanding using constant comparative analysis and to uncover student misconceptions. All student responses to the interview questions were categorized in terms of conceptual understanding. Analysis of student journals and classroom talk served to uncover student mental models and misconceptions about plate tectonics and associated geoscience concepts to measure conceptual understanding. A slight majority of the conceptual understanding before instruction was categorized as no understanding or alternative understanding and after instruction the larger majority of conceptual understanding was categorized as scientific or scientific

Gestures and metaphors as indicators of conceptual understanding of sedimentary systems

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Riggs, E. M.; Herrera, J. S.

2012-12-01

Understanding the geometry and evolution of sedimentary systems and sequence stratigraphy is crucial to the development of geoscientists and engineers working in the petroleum industry. There is a wide variety of audiences within industry who require relatively advanced instruction in this area of geoscience, and there is an equally wide array of approaches to teaching this material in the classroom and field. This research was undertaken to develop a clearer picture of how conceptual understanding in this area of sedimentary geology grows as a result of instruction and how instructors can monitor the completeness and accuracy of student thinking and mental models. We sought ways to assess understanding that did not rely on model-specific jargon but rather was based in physical expression of basic processes and attributes of sedimentary systems. Advances in cognitive science and educational research indicate that a significant part of spatial cognition is facilitated by gesture, (e.g. giving directions, describing objects or landscape features). We aligned the analysis of gestures with conceptual metaphor theory to probe the use of mental image-schemas as a source of concept representation for students' learning of sedimentary processes. In order to explore image schemas that lie in student explanations, we focused our analysis on four core ideas about sedimentary systems that involve sea level change and sediment deposition, namely relative sea level, base level, and sea-level fluctuations and resulting basin geometry and sediment deposition changes. The study included 25 students from three U.S. Midwestern universities. Undergraduate and graduate-level participants were enrolled in senior-level undergraduate courses in sedimentology and stratigraphy. We used semi-structured interviews and videotaping for data collection. We coded the data to focus on deictic, iconic, and metaphoric gestures, and coded interview transcripts for linguistic metaphors using the

Measuring and Comparing Academic Language Development and Conceptual Understanding via Science Notebooks

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Huerta, Margarita; Tong, Fuhui; Irby, Beverly J.; Lara-Alecio, Rafael

2016-01-01

The authors of this quantitative study measured and compared the academic language development and conceptual understanding of fifth-grade economically disadvantaged English language learners (ELL), former ELLs, and native English-speaking (ES) students as reflected in their science notebook scores. Using an instrument they developed, the authors…

Investigating the impact of visuohaptic simulations for the conceptual understanding of electric field for distributed charges

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Shaikh, Uzma Abdul Sattar

The present study assessed the benefits of a multisensory intervention on the conceptual understanding of electric field for distributed charges in engineering and technology undergraduate students. A novel visuohaptic intervention was proposed, which focused on exploring the forces around the different electric field configurations for distributed charges namely point, infinitely long line and uniformly charged ring. The before and after effects of the visuohaptic intervention are compared, wherein the intervention includes instructional scaffolding. Three single-group studies were conducted to investigate the effect among three different populations: (a) Undergraduate engineering students, (b) Undergraduate technology students and (c) Undergraduate engineering technology students from a different demographic setting. The findings from the three studies suggests that the haptic modality intervention provides beneficial effects by allowing students to improve their conceptual understanding of electric field for distributed charges, although students from groups (b) and (c) showed a statistically significant increase in the conceptual understanding. The findings also indicate a positive learning perception among all the three groups.

The Effect of Conceptual Change Model in the Senior High School Students’ Understanding and Character in Learning Physics

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Santyasa I Wayan

2018-01-01

Full Text Available Learning physics for senior high school (SMA students is often coloured by misconceptions that hinder students in achieving deep understanding. So a relevant learning model is needed. This study aims to examine the effect of conceptual change model (CCM compared with direct instruction model (DIM on the students’ conceptual understanding and character in the subject area of motion and force. This quasi-experimental research using a non-equivalence pre-test post-test control groups design. The population is 20 classes (738 students of grade X consisted of 8 classes (272 students of SMA 1 Amlapura, 8 classes (256 students of SMA 2 Amlapura, and 6 classes (210 students of SMA 1 Manggis in Karangasem regency in Bali. The random assignment technique is used to assign 6 classes (202 students, or 26.5% of the population. In each school there are set 2 classes each as a CCM group and DIM groups. The data of students’ conceptual understanding is collected by tests, while the characters by questionnaires. To analyse the data a one way MANCOVA statistics was used. The result of the analysis showed that there was a significant difference of effect between CCM group and DIM group on the students’ conceptual understanding and character. The effect of the CCM group is higher than the DIM group on the students’ conceptual understanding and character in learning subject area of motion and force.

Cross-Grade Comparison of Students' Conceptual Understanding with Lenses in Geometric Optics

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Tural, G.

2015-01-01

Students commonly find the field of physics difficult. Therefore, they generally have learning problems. One of the subjects with which they have difficulties is optics within a physics discipline. This study aims to determine students' conceptual understanding levels at different education levels relating to lenses in geometric optics. A…

The Effect of Cooperative Learning with DSLM on Conceptual Understanding and Scientific Reasoning among Form Four Physics Students with Different Motivation Levels

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M.S. Hamzah

2010-11-01

Full Text Available The purpose of this study was to investigate the effect of Cooperative Learning with a Dual Situated Learning Model (CLDSLM and a Dual Situated Learning Model (DSLM on (a conceptual understanding (CU and (b scientific reasoning (SR among Form Four students. The study further investigated the effect of the CLDSLM and DSLM methods on performance in conceptual understanding and scientific reasoning among students with different motivation levels. A quasi-experimental method with the 3 x 2 Factorial Design was applied in the study. The sample consisted of 240 stu¬dents in six (form four classes selected from three different schools, i.e. two classes from each school, with students randomly selected and assigned to the treatment groups. The results showed that students in the CLDSLM group outperformed their counterparts in the DSLM group—who, in turn, significantly outperformed other students in the traditional instructional method (T group in scientific reasoning and conceptual understanding. Also, high-motivation (HM students in the CLDSLM group significantly outperformed their counterparts in the T groups in conceptual understanding and scientific reasoning. Furthermore, HM students in the CLDSLM group significantly outperformed their counterparts in the DSLM group in scientific reasoning but did not significantly outperform their counterparts on conceptual understanding. Also, the DSLM instructional method has significant positive effects on highly motivated students’ (a conceptual understanding and (b scientific reason¬ing. The results also showed that LM students in the CLDSLM group significantly outperformed their counterparts in the DSLM group and (T method group in scientific reasoning and conceptual understanding. However, the low-motivation students taught via the DSLM instructional method significantly performed higher than the low-motivation students taught via the T method in scientific reasoning. Nevertheless, they did not

The effect of directive tutor guidance on students' conceptual understanding of statistics in problem-based learning.

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Budé, Luc; van de Wiel, Margaretha W J; Imbos, Tjaart; Berger, Martijn P F

2011-06-01

Education is aimed at students reaching conceptual understanding of the subject matter, because this leads to better performance and application of knowledge. Conceptual understanding depends on coherent and error-free knowledge structures. The construction of such knowledge structures can only be accomplished through active learning and when new knowledge can be integrated into prior knowledge. The intervention in this study was directed at both the activation of students as well as the integration of knowledge. Undergraduate university students from an introductory statistics course, in an authentic problem-based learning (PBL) environment, were randomly assigned to conditions and measurement time points. In the PBL tutorial meetings, half of the tutors guided the discussions of the students in a traditional way. The other half guided the discussions more actively by asking directive and activating questions. To gauge conceptual understanding, the students answered open-ended questions asking them to explain and relate important statistical concepts. Results of the quantitative analysis show that providing directive tutor guidance improved understanding. Qualitative data of students' misconceptions seem to support this finding. Long-term retention of the subject matter seemed to be inadequate. ©2010 The British Psychological Society.

Effect of Collaborative Learning in Interactive Lecture Demonstrations (ILD on Student Conceptual Understanding of Motion Graphs

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Erees Queen B. Macabebe

2017-04-01

Full Text Available To assess effectively the influence of peer discussion in understandingconcepts, and to evaluate if the conceptual understanding through Interactive Lecture Demonstrations (ILD and collaborative learning can be translated to actual situations, ten (10 questions on human and carts in motion were presented to 151 university students comprising mostly of science majors but of different year levels. Individual and group predictions were conducted to assess the students’ pre-conceptual understanding of motion graphs. During the ILD, real-time motion graphs were obtained and analysed after each demonstration and an assessment that integrates the ten situations into two scenarios was given to evaluate the conceptual understanding of the students. Collaborative learning produced a positive effect on the prediction scores of the students and the ILD with real-time measurement allowed the students to validate their prediction. However, when the given situations were incorporated to create a scenario, it posted a challenge to the students. The results of this activity identified the area where additional instruction and emphasis is necessary.

Effect of Conceptual Change Approach on Students' Understanding of Reaction Rate Concepts

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Kingir, Sevgi; Geban, Omer

2012-01-01

The purpose of the present study was to investigate the effect of conceptual change text oriented instruction compared to traditional instruction on 10th grade students' understanding of reaction rate concepts. 45 students from two classes of the same teacher in a public high school participated in this study. Students in the experimental group…

Using computer simulations to facilitate conceptual understanding of electromagnetic induction

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Lee, Yu-Fen

This study investigated the use of computer simulations to facilitate conceptual understanding in physics. The use of computer simulations in the present study was grounded in a conceptual framework drawn from findings related to the use of computer simulations in physics education. To achieve the goal of effective utilization of computers for physics education, I first reviewed studies pertaining to computer simulations in physics education categorized by three different learning frameworks and studies comparing the effects of different simulation environments. My intent was to identify the learning context and factors for successful use of computer simulations in past studies and to learn from the studies which did not obtain a significant result. Based on the analysis of reviewed literature, I proposed effective approaches to integrate computer simulations in physics education. These approaches are consistent with well established education principles such as those suggested by How People Learn (Bransford, Brown, Cocking, Donovan, & Pellegrino, 2000). The research based approaches to integrated computer simulations in physics education form a learning framework called Concept Learning with Computer Simulations (CLCS) in the current study. The second component of this study was to examine the CLCS learning framework empirically. The participants were recruited from a public high school in Beijing, China. All participating students were randomly assigned to two groups, the experimental (CLCS) group and the control (TRAD) group. Research based computer simulations developed by the physics education research group at University of Colorado at Boulder were used to tackle common conceptual difficulties in learning electromagnetic induction. While interacting with computer simulations, CLCS students were asked to answer reflective questions designed to stimulate qualitative reasoning and explanation. After receiving model reasoning online, students were asked to submit

Compartmentalization: a conceptual framework for understanding how trees grow and defend themselves

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Alex L. Shigo

1984-01-01

The purpose of this chapter is to describe a conceptual framework for understanding how trees grow and how they and other perennial plants defend themselves. The concept of compartmentalization has developed over many years, a synthesis of ideas from a number of investigators. It is derived from detailed studies of the gross morphology and cellular anatomy of the wood...

Conceptual Understanding of Acids and Bases Concepts and Motivation to Learn Chemistry

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Cetin-Dindar, Ayla; Geban, Omer

2017-01-01

The purpose of this study was to investigate the effect of 5E learning cycle model oriented instruction (LCMI) on 11th-grade students' conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The study, which lasted for 7 weeks, involved two groups: An experimental group (LCMI) and a control group (the…

Understanding general practice: a conceptual framework developed from case studies in the UK NHS.

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Checkland, Kath

2007-01-01

General practice in the UK is undergoing a period of rapid and profound change. Traditionally, research into the effects of change on general practice has tended to regard GPs as individuals or as members of a professional group. To understand the impact of change, general practices should also be considered as organisations. To use the organisational studies literature to build a conceptual framework of general practice organisations, and to test and develop this empirically using case studies of change in practice. This study used the implementation of National Service Frameworks (NSFs) and the new General Medical Services (GMS) contract as incidents of change. In-depth, qualitative case studies. The design was iterative: each case study was followed by a review of the theoretical ideas. The final conceptual framework was the result of the dynamic interplay between theory and empirical evidence. Five general practices in England, selected using purposeful sampling. Semi-structured interviews with all clinical and managerial personnel in each practice, participant and nonparticipant observation, and examination of documents. A conceptual framework was developed that can be used to understand how and why practices respond to change. This framework enabled understanding of observed reactions to the introduction of NSFs and the new GMS contract. Important factors for generating responses to change included the story that the practice members told about their practice, beliefs about what counted as legitimate work, the role played by the manager, and previous experiences of change. Viewing general practices as small organisations has generated insights into factors that influence responses to change. Change tends to occur from the bottom up and is determined by beliefs about organisational reality. The conceptual framework suggests some questions that can be asked of practices to explain this internal reality.

The Effect of 7E Learning Model on Conceptual Understandings of Prospective Science Teachers on "de Broglie Matter Waves" Subject

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Gorecek Baybars, Meryem; Kucukozer, Huseyin

2018-01-01

The object of this study is to determine the conceptual understanding that prospective Science teachers have relating "de Broglie: Matter waves" and to investigate the effect of the instruction performed, on the conceptual understanding. This study was performed at a state university located in the western part of Turkey, with the…

Argumentation in elementary science education: addressing methodological issues and conceptual understanding

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Kaya, Ebru

2017-11-01

In this review essay I respond to issues raised in Mijung Kim and Wolff-Michael Roth's paper titled "Dialogical argumentation in elementary science classrooms", which presents a study dealing with dialogical argumentation in early elementary school classrooms. Since there is very limited research on lower primary school students' argumentation in school science, their paper makes a contribution to research on children's argumentation skills. In this response, I focus on two main issues to extend the discussion in Kim and Roth's paper: (a) methodological issues including conducting a quantitative study on children's argumentation levels and focusing on children's written argumentation in addition to their dialogical argumentation, and (b) investigating children's conceptual understanding along with their argumentation levels. Kim and Roth emphasize the difficulty in determining the level of children's argumentation through the Toulmin's Argument Pattern and lack of high level arguments by children due to their difficulties in writing texts. Regarding these methodological issues, I suggest designing quantitative research on coding children's argument levels because such research could potentially provide important findings on children's argumentation. Furthermore, I discuss alternative written products including posters, figures, or pictures generated by children in order to trace children's arguments, and finally articulating argumentation and conceptual understanding of children.

Representational Classroom Practices that Contribute to Students' Conceptual and Representational Understanding of Chemical Bonding

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Hilton, Annette; Nichols, Kim

2011-11-01

Understanding bonding is fundamental to success in chemistry. A number of alternative conceptions related to chemical bonding have been reported in the literature. Research suggests that many alternative conceptions held by chemistry students result from previous teaching; if teachers are explicit in the use of representations and explain their content-specific forms and functions, this might be avoided. The development of an understanding of and ability to use multiple representations is crucial to students' understanding of chemical bonding. This paper draws on data from a larger study involving two Year 11 chemistry classes (n = 27, n = 22). It explores the contribution of explicit instruction about multiple representations to students' understanding and representation of chemical bonding. The instructional strategies were documented using audio-recordings and the teacher-researcher's reflection journal. Pre-test-post-test comparisons showed an improvement in conceptual understanding and representational competence. Analysis of the students' texts provided further evidence of the students' ability to use multiple representations to explain macroscopic phenomena on the molecular level. The findings suggest that explicit instruction about representational form and function contributes to the enhancement of representational competence and conceptual understanding of bonding in chemistry. However, the scaffolding strategies employed by the teacher play an important role in the learning process. This research has implications for professional development enhancing teachers' approaches to these aspects of instruction around chemical bonding.

The Implementation of Problem-Based Learning to Increase Students’ Conceptual Understanding According to a Christian Perspective

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Hans David Lasut

2016-01-01

Full Text Available In the world of education, it is important that the teacher considers knowledge that students gain in school that can be applied in various situations in a student’s life either during the course of their formal education or when facing real-life problems. The inability to apply knowledge is termed as a lack of conceptual understanding. The researcher hypothesized that Problem Based Learning (PBL will overcome this problem. The aim of this research is to determine whether the implementation of PBL can increase student’s conceptual understanding and to discover effective ways to implement PBL in order to increase the student’s conceptual understanding. This research is Classroom Action Research and is two-cycle research where the researcher used  written tests, questionnaires,  interviews of teachers and students, teacher’s observation forms, and journal reflections as instruments to measure the student’s conceptual understanding and the implementation of PBL based on a Christian perspective. Based on the analysis and discussion, it can be concluded that the implementation of problem-based learning can increase the student’s conceptual understanding according to a Christian perspective. BAHASA INDONESIA ABSTRAK: Dalam dunia pendidikan, sangatlah penting bagi seorang guru untuk memperhatikan bahwa pengetahuan yang sudah siswa pelajari di sekolah dapat diaplikasikan dalam berbagai situasi baik saat siswa di sekolah maupun ketika mereka diperhadapkan dengan masalah dalam kehidupan. Ketidakmampuan siswa untuk mengaplikasikan pengetahuan yang sudah didapatkan dapat disebut sebagai kurangnya penguasaan konsep. Peneliti memutuskan untuk menggunakan Metoda Pembelajaran Berbasis Masalah (MPBM untuk mengatasi masalah ini. Tujuan dari penelitian ini adalah untuk menemukan apakah penerapan MPBM dapat meningkatkan penguasaan konsep siswa dan langkah-langkah efektif untuk menerapkan MPBM dengan maksud untuk meningkatkan penguasaan konsep siswa

A Functional Conceptualization of Understanding Science in the News

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Anderson, Megan M.

The idea that the public should have the capacity for understanding science in the news has been embraced by scientists, educators, and policymakers alike. An oft-cited goal of contemporary science education, in fact, is to enhance students' understanding of science in the news. But what exactly does it mean to understand science in the news? Surprisingly few have asked this question, or considered the significance of its answer. This dissertation steps away from issues of science teaching and learning to examine the nature of understanding science in the news itself. My work consolidates past scholarship from the multiple fields concerned with the relationship between science and society to produce a theoretical model of understanding science in the news as a complex, multidimensional process that involves an understanding of science as well as journalism. This thesis begins by exploring the relationship between the understanding implicit in understanding science in the news and understanding science. Many assume these two ways of knowing are one in the same. To rebut this assumption, I examine the types of knowledge necessary for understanding science and understanding science in the news. I then use the literature devoted to scientific literacy to show how past research has imagined the knowledge necessary to understand science in the news. Next, I argue that one of the principle difficulties with these conceptualizations is that they define science in the news in essentially the same terms as science. They also, I suggest, oversimplify how and why public interacts with science in the news. This dissertation concludes with a proposal for one way we might think about understanding science in the news on its own terms rather than those of understanding science. This dissertation attempts to connect two fields of research that rarely intersect, despite their multiple common interests: science education and mass communication. It considers the notion of

The effect of activity-based nanoscience and nanotechnology education on pre-service science teachers' conceptual understanding

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Şenel Zor, Tuba; Aslan, Oktay

2018-03-01

The purpose of the study was to examine the effect of activity-based nanoscience and nanotechnology education (ABNNE) on pre-service science teachers' (PST') conceptual understanding of nanoscience and nanotechnology. Within this context, the study was conducted according to mixed methods research with the use of both quantitative and qualitative methods. The participants were 32 PST who were determined by using criterion sampling that is one of the purposive sampling methods. ABNNE was carried out during 7 weeks as 2 h per week in special issues at physics course. Design and implementation of ABNNE were based on "Big Ideas" which was found in literature and provided guidance for teaching nanoscience and nanotechnology. All activities implemented during ABNNE were selected from literature. "Nanoscience and Nanotechnology Concept Test (NN-CT)" and "Activity-Based Nanoscience and Nanotechnology Education Assessment Form (ABNNE-AF)" were used as data collection tools in research. Findings obtained with data collection tools were discussed with coverage of literature. The findings revealed that PST conceptual understanding developed following ABNNE. Various suggestions for increasing PST conceptual understanding of nanoscience and nanotechnology were presented according to the results of the study.

Understanding The Impact of Formative Assessment Strategies on First Year University Students’ Conceptual Understanding of Chemical Concepts

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Mehmet Aydeniz; Aybuke Pabuccu

2011-01-01

This study investigated the effects of formative assessment strategies on students’ conceptual understanding in a freshmen college chemistry course in Turkey. Our sample consists of 96 students; 27 males, 69 females. The formative assessment strategies such as reflection on exams, and collective problem solving sessions were used throughout the course. Data were collected through pre and post-test methodology. The findings reveal that the formative assessment strategies used in this study led...

The Effect of Constructivist Learning Using Scientific Approach on Mathematical Power and Conceptual Understanding of Students Grade IV

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Kusmaryono, Imam; Suyitno, Hardi

2016-02-01

This study used a model of Concurrent Embedded with the aim of: (1) determine the difference between the conceptual understanding and mathematical power of students grade fourth who take the constructivist learning using scientific approach and direct learning, (2) determine the interaction between learning approaches and initial competence on the mathematical power and conceptual of understanding, and (3) describe the mathematical power of students grade fourth. This research was conducted in the fourth grade elementary school early 2015. Data initial competence and mathematical power obtained through tests, and analyzed using statistical tests multivariate and univariate. Statistical analysis of the results showed that: (1) There are differences in the concept of understanding and mathematical power among the students who follow the scientifically-based constructivist learning than students who take the Direct Learning in terms of students initial competency (F = 5.550; p = 0.007 problem solving and contributes tremendous increase students' math skills. Researcher suggested that the learning of mathematics in schools using scientifically- based constructivist approach to improve the mathematical power of students and conceptual understanding.

Effect of Writing-to-Learn Strategy on Undergraduates' Conceptual Understanding of Electrostatics

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Atasoy, Sengül

2013-01-01

The purpose of this study is to explore the effect of Writing-to-Learn (WTL) strategy on undergraduates' conceptual understanding of electrostatics. The sample of the study was 54 university students registered at elementary school mathematics education department. While the experimental group was asked to conduct WTL activities like explanatory…

Student Use of Scaffolding Software: Relationships with Motivation and Conceptual Understanding

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Butler, Kyle A.; Lumpe, Andrew

2008-10-01

This study was designed to theoretically articulate and empirically assess the role of computer scaffolds. In this project, several examples of educational software were developed to scaffold the learning of students performing high level cognitive activities. The software used in this study, Artemis, focused on scaffolding the learning of students as they performed information seeking activities. As 5th grade students traveled through a project-based science unit on photosynthesis, researchers used a pre-post design to test for both student motivation and student conceptual understanding of photosynthesis. To measure both variables, a motivation survey and three methods of concept map analysis were used. The student use of the scaffolding features was determined using a database that tracked students' movement between scaffolding tools. The gain scores of each dependent variable was then correlated to the students' feature use (time and hits) embedded in the Artemis Interface. This provided the researchers with significant relationships between the scaffolding features represented in the software and student motivation and conceptual understanding of photosynthesis. There were a total of three significant correlations in comparing the scaffolding use by hits (clicked on) with the dependent variables and only one significant correlation when comparing the scaffold use in time. The first significant correlation ( r = .499, p students' task value. This correlation supports the assumption that there is a positive relationship between the student use of the saving/viewing features and the students' perception of how interesting, how important, and how useful the task is. The second significant correlation ( r = 0.553, p students' self-efficacy for learning and performance. This correlation supports the assumption that there is a positive relationship between the student use of the searching features and the students' perception of their ability to accomplish a task as

A Conceptual Model of eLearning Adoption

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Muneer Abbad

2011-05-01

Full Text Available Internet-based learning systems are being used in many universities and firms but their adoption requires a solid understanding of the user acceptance processes. The technology acceptance model (TAM has been used to test the acceptance of various technologies and software within an e-learning context. This research aims to discuss the main factors of a successful e-learning adoption by students. A conceptual research framework of e-learning adoption is proposed based on the TAM model.

Evaluating College Students' Conceptual Knowledge of Modern Physics: Test of Understanding on Concepts of Modern Physics (TUCO-MP)

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Akarsu, Bayram

2011-01-01

In present paper, we propose a new diagnostic test to measure students' conceptual knowledge of principles of modern physics topics. Over few decades since born of physics education research (PER), many diagnostic instruments that measure students' conceptual understanding of various topics in physics, the earliest tests developed in PER are Force…

The Effect of Cooperative Learning Approach Based on Conceptual Change Condition on Students' Understanding of Chemical Equilibrium Concepts

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Bilgin, Ibrahim; Geban, Omer

2006-01-01

The purpose of this study is to investigate the effects of the cooperative learning approach based on conceptual change conditions over traditional instruction on 10th grade students' conceptual understanding and achievement of computational problems related to chemical equilibrium concepts. The subjects of this study consisted of 87 tenth grade…

The Conceptual Framework of Thematic Mapping in Case Conceptualization.

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Ridley, Charles R; Jeffrey, Christina E

2017-04-01

This article, the 3rd in a series of 5, introduces the conceptual framework for thematic mapping, a novel approach to case conceptualization. The framework is transtheoretical in that it is not constrained by the tenets or concepts of any one therapeutic orientation and transdiagnostic in that it conceptualizes clients outside the constraints of diagnostic criteria. Thematic mapping comprises 4 components: a definition, foundational principles, defining features, and core concepts. These components of the framework, deemed building blocks, are explained in this article. Like the foundation of any structure, the heuristic value of the method requires that the building blocks have integrity, coherence, and sound anchoring. We assert that the conceptual framework provides a solid foundation, making thematic mapping a potential asset in mental health treatment. © 2017 Wiley Periodicals, Inc.

The Effect of Brain Based Learning on Second Grade Junior Students’ Mathematics Conceptual Understanding on Polyhedron

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I Made Suarsana

2017-06-01

Full Text Available The aim of this study is to examine the effect of Brain Based Learning on second grade junior high school students’ conceptual understanding on polyhedron. This study was conducted by using post-test only control group quasi-experimental design. The subjects of this study were 148 students that divided into three classes. Two classes were taken as sample by using cluster random sampling technique. One of the classes was randomly selected as an experimental group and the other as control group. There were 48 students in experimental group and 51 students in control group. The data were collected with post-test which contained mathematical conceptual understanding on fractions. The post-test consisted of 8 essay question types.  The normality and variance homogeny test result showed that the scores are normally distributed and have no difference in variance. The data were analyzed by using one tailed t-test with significance level of 5%. The result of data analysis revealed that the value of t-test = 6,7096 greater than t-table = 1,987, therefore; the null hypothesis is rejected. There is positive effect of of Brain Based Learning on second grade junior students’ conceptual understanding in polyhedron.

General Chemistry Students' Conceptual Understanding and Language Fluency: Acid-Base Neutralization and Conductometry

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Nyachwaya, James M.

2016-01-01

The objective of this study was to examine college general chemistry students' conceptual understanding and language fluency in the context of the topic of acids and bases. 115 students worked in groups of 2-4 to complete an activity on conductometry, where they were given a scenario in which a titration of sodium hydroxide solution and dilute…

Biofunctional Understanding and Conceptual Control: Searching for Systematic Consensus in Systemic Cohesion.

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Iran-Nejad, Asghar; Bordbar, Fareed

2017-01-01

For first generation scientists after the cognitive revolution, knowers were in active control over all (stages of) information processing. Then, following a decade of transition shaped by intense controversy, embodied cognition emerged and suggested sources of control other than those implied by metaphysical information processing. With a thematic focus on embodiment science and an eye toward systematic consensus in systemic cohesion, the present study explores the roles of biofunctional and conceptual control processes in the wholetheme spiral of biofunctional understanding (see Iran-Nejad and Irannejad, 2017b, Figure 1). According to this spiral, each of the two kinds of understanding has its own unique set of knower control processes. For conceptual understanding (CU), knowers have deliberate attention-allocation control over their first-person "knowthat" and "knowhow" content combined as mutually coherent corequisites. For biofunctional understanding (BU), knowers have attention-allocation control only over their knowthat content but knowhow control content is ordinarily conspicuously absent. To test the hypothesis of differences in the manner of control between CU and BU, participants in two experiments read identical-format statements for internal consistency, as response time was recorded. The results of Experiment 1 supported the hypothesis of differences in the manner of control between the two types of control processes; and Experiment 2 confirmed the results of Experiment 1. These findings are discussed in terms of the predicted differences between BU and CU control processes, their roles in regulating the physically unobservable flow of systemic cohesion in the wholetheme spiral, and a proposal for systematic consensus in systemic cohesion to serve as the second guiding principle in biofunctional embodiment science next to physical science's first guiding principle of systematic observation.

Understanding Nursing Home Worker Conceptualizations about Good Care

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Chung, Gawon

2013-01-01

This study explored how direct care workers in nursing homes conceptualize good care and how their conceptualizations are influenced by external factors surrounding their work environment and the relational dynamics between them and residents. Study participants were drawn from a local service employees' union, and in-depth interviews were…

Using Memes and Memetic Processes to Explain Social and Conceptual Influences on Student Understanding about Complex Socio-Scientific Issues

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Yoon, Susan

2008-01-01

This study investigated seventh grade learners' decision making about genetic engineering concepts and applications. A social network analyses supported by technology tracked changes in student understanding with a focus on social and conceptual influences. Results indicated that several social and conceptual mechanisms potentially affected how…

Codevelopment of conceptual understanding and critical attitude: toward a systemic analysis of the survival blanket

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Viennot, Laurence; Décamp, Nicolas

2016-01-01

One key objective of physics teaching is the promotion of conceptual understanding. Additionally, the critical faculty is universally seen as a central quality to be developed in students. In recent years, however, teaching objectives have placed stronger emphasis on skills than on concepts, and there is a risk that conceptual structuring may be disregarded. The question therefore arises as to whether it is possible for students to develop a critical stance without a conceptual basis, leading in turn to the issue of possible links between the development of conceptual understanding and critical attitude. In an in-depth study to address these questions, the participants were seven prospective physics and chemistry teachers. The methodology included a ‘teaching interview’, designed to observe participants’ responses to limited explanations of a given phenomenon and their ensuing intellectual satisfaction or frustration. The explanatory task related to the physics of how a survival blanket works, requiring a full and appropriate system analysis of the blanket. The analysis identified five recurrent lines of reasoning and linked these to judgments of adequacy of explanation, based on metacognitive/affective (MCA) factors, intellectual (dis)satisfaction and critical stance. Recurrent themes and MCA factors were used to map the intellectual dynamics that emerged during the interview process. Participants’ critical attitude was observed to develop in strong interaction with their comprehension of the topic. The results suggest that most students need to reach a certain level of conceptual mastery before they can begin to question an oversimplified explanation, although one student’s replies show that a different intellectual dynamics is also possible. The paper ends with a discussion of the implications of these findings for future research and for decisions concerning teaching objectives and the design of learning environments.

Understanding solid state physics

CERN Document Server

Holgate, Sharon Ann

2009-01-01

Where Sharon Ann Holgate has succeeded in this book is in packing it with examples of the application of solid state physics to technology. … All the basic elements of solid state physics are covered … . The range of materials is good, including as it does polymers and glasses as well as crystalline solids. In general, the style makes for easy reading. … Overall this book succeeds in showing the relevance of solid state physics to the modern world … .-Contemporary Physics, Vol. 52, No. 2, 2011I was indeed amused and inspired by the wonderful images throughout the book, carefully selected by th

Spatial abilities, Earth science conceptual understanding, and psychological gender of university non-science majors

Science.gov (United States)

Black, Alice A. (Jill)

Research has shown the presence of many Earth science misconceptions and conceptual difficulties that may impede concept understanding, and has also identified a number of categories of spatial ability. Although spatial ability has been linked to high performance in science, some researchers believe it has been overlooked in traditional education. Evidence exists that spatial ability can be improved. This correlational study investigated the relationship among Earth science conceptual understanding, three types of spatial ability, and psychological gender, a self-classification that reflects socially-accepted personality and gender traits. A test of Earth science concept understanding, the Earth Science Concepts (ESC) test, was developed and field tested from 2001 to 2003 in 15 sections of university classes. Criterion validity was .60, significant at the .01 level. Spearman/Brown reliability was .74 and Kuder/Richardson reliability was .63. The Purdue Visualization of Rotations (PVOR) (mental rotation), the Group Embedded Figures Test (GEFT) (spatial perception), the Differential Aptitude Test: Space Relations (DAT) (spatial visualization), and the Bem Inventory (BI) (psychological gender) were administered to 97 non-major university students enrolled in undergraduate science classes. Spearman correlations revealed moderately significant correlations at the .01 level between ESC scores and each of the three spatial ability test scores. Stepwise regression analysis indicated that PVOR scores were the best predictor of ESC scores, and showed that spatial ability scores accounted for 27% of the total variation in ESC scores. Spatial test scores were moderately or weakly correlated with each other. No significant correlations were found among BI scores and other test scores. Scantron difficulty analysis of ESC items produced difficulty ratings ranging from 33.04 to 96.43, indicating the percentage of students who answered incorrectly. Mean score on the ESC was 34

The Effect of Using the History of Sciences on Conceptual Understanding and Intrinsic Motivation

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Blizak, Djanette

2017-01-01

This study investigates the effect of using the history of science in teaching geometrical optics on the motivation and conceptual understanding of first year university students. For this purpose, 54 students were randomly selected, then divided into two groups: the experimental group was taught by using history of science before traditional…

Biofunctional Understanding and Conceptual Control: Searching for Systematic Consensus in Systemic Cohesion

Directory of Open Access Journals (Sweden)

Asghar Iran-Nejad

2017-10-01

Full Text Available For first generation scientists after the cognitive revolution, knowers were in active control over all (stages of information processing. Then, following a decade of transition shaped by intense controversy, embodied cognition emerged and suggested sources of control other than those implied by metaphysical information processing. With a thematic focus on embodiment science and an eye toward systematic consensus in systemic cohesion, the present study explores the roles of biofunctional and conceptual control processes in the wholetheme spiral of biofunctional understanding (see Iran-Nejad and Irannejad, 2017b, Figure 1. According to this spiral, each of the two kinds of understanding has its own unique set of knower control processes. For conceptual understanding (CU, knowers have deliberate attention-allocation control over their first-person “knowthat” and “knowhow” content combined as mutually coherent corequisites. For biofunctional understanding (BU, knowers have attention-allocation control only over their knowthat content but knowhow control content is ordinarily conspicuously absent. To test the hypothesis of differences in the manner of control between CU and BU, participants in two experiments read identical-format statements for internal consistency, as response time was recorded. The results of Experiment 1 supported the hypothesis of differences in the manner of control between the two types of control processes; and Experiment 2 confirmed the results of Experiment 1. These findings are discussed in terms of the predicted differences between BU and CU control processes, their roles in regulating the physically unobservable flow of systemic cohesion in the wholetheme spiral, and a proposal for systematic consensus in systemic cohesion to serve as the second guiding principle in biofunctional embodiment science next to physical science’s first guiding principle of systematic observation.

Biofunctional Understanding and Conceptual Control: Searching for Systematic Consensus in Systemic Cohesion

Science.gov (United States)

Iran-Nejad, Asghar; Bordbar, Fareed

2017-01-01

For first generation scientists after the cognitive revolution, knowers were in active control over all (stages of) information processing. Then, following a decade of transition shaped by intense controversy, embodied cognition emerged and suggested sources of control other than those implied by metaphysical information processing. With a thematic focus on embodiment science and an eye toward systematic consensus in systemic cohesion, the present study explores the roles of biofunctional and conceptual control processes in the wholetheme spiral of biofunctional understanding (see Iran-Nejad and Irannejad, 2017b, Figure 1). According to this spiral, each of the two kinds of understanding has its own unique set of knower control processes. For conceptual understanding (CU), knowers have deliberate attention-allocation control over their first-person “knowthat” and “knowhow” content combined as mutually coherent corequisites. For biofunctional understanding (BU), knowers have attention-allocation control only over their knowthat content but knowhow control content is ordinarily conspicuously absent. To test the hypothesis of differences in the manner of control between CU and BU, participants in two experiments read identical-format statements for internal consistency, as response time was recorded. The results of Experiment 1 supported the hypothesis of differences in the manner of control between the two types of control processes; and Experiment 2 confirmed the results of Experiment 1. These findings are discussed in terms of the predicted differences between BU and CU control processes, their roles in regulating the physically unobservable flow of systemic cohesion in the wholetheme spiral, and a proposal for systematic consensus in systemic cohesion to serve as the second guiding principle in biofunctional embodiment science next to physical science’s first guiding principle of systematic observation. PMID:29114235

Multiple intelligences and alternative teaching strategies: The effects on student academic achievement, conceptual understanding, and attitude

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Baragona, Michelle

The purpose of this study was to investigate the interactions between multiple intelligence strengths and alternative teaching methods on student academic achievement, conceptual understanding and attitudes. The design was a quasi-experimental study, in which students enrolled in Principles of Anatomy and Physiology, a developmental biology course, received lecture only, problem-based learning with lecture, or peer teaching with lecture. These students completed the Multiple Intelligence Inventory to determine their intelligence strengths, the Students' Motivation Toward Science Learning questionnaire to determine student attitudes towards learning in science, multiple choice tests to determine academic achievement, and open-ended questions to determine conceptual understanding. Effects of intelligence types and teaching methods on academic achievement and conceptual understanding were determined statistically by repeated measures ANOVAs. No significance occurred in academic achievement scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in logical-mathematical, interpersonal, kinesthetic, and intrapersonal intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by problem-based learning (PBL) as compared to peer teaching (PT). No significance occurred in conceptual understanding scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in musical, kinesthetic, intrapersonal, and spatial intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by lecture as compared to PBL. Students with

Understanding the Greenhouse Effect by Embodiment--Analysing and Using Students' and Scientists' Conceptual Resources

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Niebert, Kai; Gropengießer, Harald

2014-01-01

Over the last 20 years, science education studies have reported that there are very different understandings among students of science regarding the key aspects of climate change. We used the cognitive linguistic framework of experientialism to shed new light on this valuable pool of studies to identify the conceptual resources of understanding…

Implementasi Model Pembelajaran Kooperatif Conceptual Understanding Procedures (Cups) Untuk Meningkatkan Hasil Belajar Siswa

OpenAIRE

Qadariyah, Laylatul; Zainuddin, Zainuddin; Hartini, Sri

2015-01-01

Something cause the low learning result of students is a models and methods less variation .Learning inovatian become interesting can improved the learning result of student conducted research purpose at describes the effectiveness implementation of conceptual understanding procedures (CUPs) cooperative learning in improving student learning result on the subject of light reflection. Specifically this study purposed to describe: (1) enforceability LPA, (2) social skills, (3) learning result, ...

Tools for Science Inquiry Learning: Tool Affordances, Experimentation Strategies, and Conceptual Understanding

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Bumbacher, Engin; Salehi, Shima; Wieman, Carl; Blikstein, Paulo

2017-12-01

Manipulative environments play a fundamental role in inquiry-based science learning, yet how they impact learning is not fully understood. In a series of two studies, we develop the argument that manipulative environments (MEs) influence the kind of inquiry behaviors students engage in, and that this influence realizes through the affordances of MEs, independent of whether they are physical or virtual. In particular, we examine how MEs shape college students' experimentation strategies and conceptual understanding. In study 1, students engaged in two consecutive inquiry tasks, first on mass and spring systems and then on electric circuits. They either used virtual or physical MEs. We found that the use of experimentation strategies was strongly related to conceptual understanding across tasks, but that students engaged differently in those strategies depending on what ME they used. More students engaged in productive strategies using the virtual ME for electric circuits, and vice versa using the physical ME for mass and spring systems. In study 2, we isolated the affordance of measurement uncertainty by comparing two versions of the same virtual ME for electric circuits—one with and one without noise—and found that the conditions differed in terms of productive experimentation strategies. These findings indicate that measures of inquiry processes may resolve apparent ambiguities and inconsistencies between studies on MEs that are based on learning outcomes alone.

The Effect of 7E Learning Model on Conceptual Understandings of Prospective Science Teachers on 'de Broglie Matter Waves' Subject

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Meryem Gorecek Baybars

2018-04-01

Full Text Available The object of this study is to determine the conceptual understanding that prospective Science teachers have relating "de Broglie: Matter waves" and to investigate the effect of the instruction performed, on the conceptual understanding. This study was performed at a state university located in the western part of Turkey, with the Faculty of Education-Science Teaching students (2nd year / 48 individual in the academic year of 2010-2011. The study was planned as a single group pretest-posttest design. A two-step question was used in the study, prior to and after the instruction. Lessons were conducted using the 7E learning model in the instruction process. When all these results are evaluated, it can be said that the conceptual understanding of the prospective teachers regarding "de Broglie; matter waves" has been taken place. In general, when all the sections are examined, it has been observed that the prospective teachers have more alternative concepts prior to the instruction and more scientific concepts after the instruction. In this process, besides instruction, the prospective teachers have not taken any place in a different application regarding the basic concepts of quantum physics. Therefore, it has been determined that the 7E learning model used in the research and the activities included in the 7E learning model are effective in conceptual understanding.

Reflective Learning and Prospective Teachers' Conceptual Understanding, Critical Thinking, Problem Solving, and Mathematical Communication Skills

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Junsay, Merle L.

2016-01-01

This is a quasi-experimental study that explored the effects of reflective learning on prospective teachers' conceptual understanding, critical thinking, problem solving, and mathematical communication skills and the relationship of these variables. It involved 60 prospective teachers from two basic mathematics classes of an institution of higher…

Understanding medical symptoms: a conceptual review and analysis.

Science.gov (United States)

Malterud, Kirsti; Guassora, Ann Dorrit; Graungaard, Anette Hauskov; Reventlow, Susanne

2015-12-01

The aim of this article is to present a conceptual review and analysis of symptom understanding. Subjective bodily sensations occur abundantly in the normal population and dialogues about symptoms take place in a broad range of contexts, not only in the doctor's office. Our review of symptom understanding proceeds from an initial subliminal awareness by way of attribution of meaning and subsequent management, with and without professional involvement. We introduce theoretical perspectives from phenomenology, semiotics, social interactionism, and discourse analysis. Drew Leder's phenomenological perspectives deal with how symptom perception occurs when any kind of altered balance brings forward a bodily attention. Corporeality is brought to explicit awareness and perceived as sensations. Jesper Hoffmeyer's biosemiotic perspectives provide access to how signs are interpreted to attribute meaning to the bodily messages. Symptom management is then determined by the meaning of a symptom. Dorte E. Gannik's concept "situational disease" explains how situations can be reviewed not just in terms of their potential to produce signs or symptoms, but also in terms of their capacity to contain symptoms. Disease is a social and relational phenomenon of containment, and regulating the situation where the symptoms originate implies adjusting containment. Discourse analysis, as presented by Jonathan Potter and Margaret Wetherell, provides a tool to notice the subtle ways in which language orders perceptions and how language constructs social interaction. Symptoms are situated in culture and context, and trends in modern everyday life modify symptom understanding continuously. Our analysis suggests that a symptom can only be understood by attention to the social context in which the symptom emerges and the dialogue through which it is negotiated.

Modelling dewatering behaviour through an understanding of solids formation processes. Part II--solids separation considerations.

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Dustan, A C; Cohen, B; Petrie, J G

2005-05-30

An understanding of the mechanisms which control solids formation can provide information on the characteristics of the solids which are formed. The nature of the solids formed in turn impacts on dewatering behaviour. The 'upstream' solids formation determines a set of suspension characteristics: solids concentration, particle size distribution, solution ionic strength and electrostatic surface potential. These characteristics together define the suspension's rheological properties. However, the complicated interdependence of these has precluded the prediction of suspension rheology from such a fundamental description of suspension characteristics. Recent shear yield stress models, applied in this study to compressive yield, significantly reduce the empiricism required for the description of compressive rheology. Suspension compressibility and permeability uniquely define the dewatering behaviour, described in terms of settling, filtration and mechanical expression. These modes of dewatering may be described in terms of the same fundamental suspension mechanics model. In this way, it is possible to link dynamically the processes of solids formation and dewatering of the resultant suspension. This, ultimately, opens the door to improved operability of these processes. In part I of this paper we introduced an integrated system model for solids formation and dewatering. This model was demonstrated for the upstream processes using experimental data. In this current paper models of colloidal interactions and dewatering are presented and compared to experimental results from batch filtration tests. A novel approach to predicting suspension compressibility and permeability using a single test configuration is presented and tested.

Identifying students’ mental models of sound propagation: The role of conceptual blending in understanding conceptual change

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Zdeslav Hrepic

2010-09-01

Full Text Available We investigated introductory physics students’ mental models of sound propagation. We used a phenomenographic method to analyze the data in the study. In addition to the scientifically accepted Wave model, students used the “Entity” model to describe the propagation of sound. In this latter model sound is a self-standing entity, different from the medium through which it propagates. All other observed alternative models contain elements of both Entity and Wave models, but at the same time are distinct from each of the constituent models. We called these models “hybrid” or “blend” models. We discuss how students use these models in various contexts before and after instruction and how our findings contribute to the understanding of conceptual change. Implications of our findings for teaching are summarized.

Effect of a Problem Based Simulation on the Conceptual Understanding of Undergraduate Science Education Students

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Kumar, David Devraj; Sherwood, Robert D.

2007-01-01

A study of the effect of science teaching with a multimedia simulation on water quality, the "River of Life," on the science conceptual understanding of students (N = 83) in an undergraduate science education (K-9) course is reported. Teaching reality-based meaningful science is strongly recommended by the National Science Education Standards…

Understanding Conceptualizations of Pregnancy and Planning for Pregnancy Among Adolescent Girls and Young Women in Harare, Zimbabwe.

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Tinago, Chiwoneso B; Ingram, Lucy Annang; Frongillo, Edward A; Blake, Christine E; Engelsmann, Barbara; Simmons, David

2018-07-01

Zimbabwe has one of the highest rates of maternal mortality, yet little is understood about adolescent girls' and young women's perspectives on pregnancy or planning for pregnancy. The research study took an emic approach to understand and describe how adolescent girls and young women (14-24 years) in Harare, Zimbabwe, conceptualize pregnancy and planning for pregnancy and how these conceptualizations inform pregnancy decisions. Semi-structured, in-depth, qualitative interviews were conducted with adolescent girls and young women ( N = 48) and data were analyzed thematically using NVivo 10. Pregnancy was conceptualized across nine themes: carrying a child and oneself, growing a family, motherhood, the best time for pregnancy, pregnancy decision makers, who is responsible for the pregnancy, pregnancy burden, pregnancy dangers, and increase in social status with pregnancy. Planning for pregnancy was conceptualized during the prepregnancy, pregnancy, and postpregnancy phases. Findings emphasize considering sociocultural views concerning pregnancy and including social networks in maternal health efforts.

Learning environment, learning styles and conceptual understanding

Science.gov (United States)

Ferrer, Lourdes M.

1990-01-01

In recent years there have been many studies on learners developing conceptions of natural phenomena. However, so far there have been few attempts to investigate how the characteristics of the learners and their environment influence such conceptions. This study began with an attempt to use an instrument developed by McCarthy (1981) to describe learners in Malaysian primary schools. This proved inappropriate as Asian primary classrooms do not provide the same kind of environment as US classrooms. It was decided to develop a learning style checklist to suit the local context and which could be used to describe differences between learners which teachers could appreciate and use. The checklist included four dimensions — perceptual, process, self-confidence and motivation. The validated instrument was used to determine the learning style preferences of primary four pupils in Penang, Malaysia. Later, an analysis was made regarding the influence of learning environment and learning styles on conceptual understanding in the topics of food, respiration and excretion. This study was replicated in the Philippines with the purpose of investigating the relationship between learning styles and achievement in science, where the topics of food, respiration and excretion have been taken up. A number of significant relationships were observed in these two studies.

Chinese and Australian Year 3 Children's Conceptual Understanding of Science: A Multiple Comparative Case Study

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Tao, Ying; Oliver, Mary Colette; Venville, Grady Jane

2012-01-01

Children have formal science instruction from kindergarten in Australia and from Year 3 in China. The purpose of this research was to explore the impact that different approaches to primary science curricula in China and Australia have on children's conceptual understanding of science. Participants were Year 3 children from three schools of high,…

Exploring the Impact of Argumentation on Pre-Service Science Teachers' Conceptual Understanding of Chemical Equilibrium

Science.gov (United States)

Aydeniz, Mehmet; Dogan, Alev

2016-01-01

This study examines the impact of argumentation on pre-service science teachers' (PST) conceptual understanding of chemical equilibrium. The sample consisted of 57 first-year PSTs enrolled in a teacher education program in Turkey. Thirty two of the 57 PSTs who participated in this study were in the experimental group and 25 in the control group.…

The Contribution of Conceptual Change Texts Accompanied by Concept Mapping to Eleventh-Grade Students Understanding of Cellular Respiration Concepts

Science.gov (United States)

Al khawaldeh, Salem A.; Al Olaimat, Ali M.

2010-01-01

The present study conducted to investigate the contribution of conceptual change texts, accompanied by concept mapping instruction to eleventh-grade students' understanding of cellular respiration concepts, and their retention of this understanding. Cellular respiration concepts test was developed as a result of examination of related literature…

The effect of problem posing and problem solving with realistic mathematics education approach to the conceptual understanding and adaptive reasoning

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Mahendra, Rengga; Slamet, Isnandar; Budiyono

2017-12-01

One of the difficulties of students in learning mathematics is on the subject of geometry that requires students to understand abstract things. The aim of this research is to determine the effect of learning model Problem Posing and Problem Solving with Realistic Mathematics Education Approach to conceptual understanding and students' adaptive reasoning in learning mathematics. This research uses a kind of quasi experimental research. The population of this research is all seventh grade students of Junior High School 1 Jaten, Indonesia. The sample was taken using stratified cluster random sampling technique. The test of the research hypothesis was analyzed by using t-test. The results of this study indicate that the model of Problem Posing learning with Realistic Mathematics Education Approach can improve students' conceptual understanding significantly in mathematics learning. In addition tu, the results also showed that the model of Problem Solving learning with Realistic Mathematics Education Approach can improve students' adaptive reasoning significantly in learning mathematics. Therefore, the model of Problem Posing and Problem Solving learning with Realistic Mathematics Education Approach is appropriately applied in mathematics learning especially on the subject of geometry so as to improve conceptual understanding and students' adaptive reasoning. Furthermore, the impact can improve student achievement.

Making the invisible visible: Enhancing students' conceptual understanding by introducing representations of abstract objects in a simulation

NARCIS (Netherlands)

Olympiou, G.; Zacharias, Z.; de Jong, Anthonius J.M.

2013-01-01

This study aimed to identify if complementing representations of concrete objects with representations of abstract objects improves students’ conceptual understanding as they use a simulation to experiment in the domain of Light and Color. Moreover, we investigated whether students’ prior knowledge

Texas Science Teacher Characteristics and Conceptual Understanding of Newton's Laws of Motion

Science.gov (United States)

Busby, Karin Burk

Misconceptions of Newtonian mechanics and other physical science concepts are well documented in primary and pre-service teacher populations (Burgoon, Heddle, & Duran, 2009; Allen & Coole, 2012; Kruger, Summers, & Palacio, 1990; Ginns & Watters, 1995; Trumper, 1999; Asikainen & Hirovonen, 2014). These misconceptions match the misconceptions held by students, leaving teachers ill-equipped to rectify these concepts in the classroom (Kind, 2014; Kruger et al., 1990; Cochran & Jones, 1998). Little research has been devoted to misconceptions held by in-service secondary teachers, the population responsible for teaching Newtonian mechanics. This study focuses on Texas in-service science teachers in middle school and high school science, specifically sixth grade science, seventh grade science, eighth grade science, integrated physics and chemistry, and physics teachers. This study utilizes two instruments to gauge conceptual understanding of Newton's laws of motion: the Force Concept Inventory [FCI] (Hestenes, Wells, & Swackhamer, 1992) and a custom instrument developed for the Texas Regional Collaboratives for Excellence in Science and Mathematics Teaching (Urquhart, M., e-mail, April 4, 2017). Use of each instrument had its strengths and limitations. In the initial work of this study, the FCI was given to middle and high school teacher volunteers in two urban school districts in the Dallas- Fort Worth area to assess current conceptual understanding of Newtonian mechanics. Along with the FCI, each participant was asked to complete a demographic survey. Demographic data collected included participant's sex, years of service in teaching position, current teaching position, degrees, certification type, and current certifications for science education. Correlations between variables and overall average on the FCI were determined by t-tests and ANOVA tests with a post-hoc Holm-Bonferroni correction test. Test questions pertaining to each of Newton's three laws of motion were

The Collaboration of Cooperative Learning and Conceptual Change: Enhancing the Students' Understanding of Chemical Bonding Concepts

Science.gov (United States)

Eymur, Gülüzar; Geban, Ömer

2017-01-01

The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach instruction on ninth-grade students' understanding in chemical bonding concepts compared to traditional instruction. Seventy-two ninth-grade students from two intact chemistry classes taught by the same teacher in a public high…

An Epistemological Inquiry into Organic Chemistry Education: Exploration of Undergraduate Students' Conceptual Understanding of Functional Groups

Science.gov (United States)

Akkuzu, Nalan; Uyulgan, Melis Arzu

2016-01-01

This study sought to determine the levels of conceptual understanding of undergraduate students regarding organic compounds within different functional groups. A total of 60 students who were enrolled in the Department of Secondary Science and Mathematics Education of a Faculty of Education at a state university in Turkey and who had followed an…

The effects of students' reasoning abilities on conceptual understandings and problem-solving skills in introductory mechanics

International Nuclear Information System (INIS)

Ates, S; Cataloglu, E

2007-01-01

The purpose of this study was to determine if there are relationships among freshmen/first year students' reasoning abilities, conceptual understandings and problem-solving skills in introductory mechanics. The sample consisted of 165 freshmen science education prospective teachers (female = 86, male = 79; age range 17-21) who were enrolled in an introductory physics course. Data collection was done during the fall semesters in two successive years. At the beginning of each semester, the force concept inventory (FCI) and the classroom test of scientific reasoning (CTSR) were administered to assess students' initial understanding of basic concepts in mechanics and reasoning levels. After completing the course, the FCI and the mechanics baseline test (MBT) were administered. The results indicated that there was a significant difference in problem-solving skill test mean scores, as measured by the MBT, among concrete, formal and postformal reasoners. There were no significant differences in conceptual understanding levels of pre- and post-test mean scores, as measured by FCI, among the groups. The Benferroni post hoc comparison test revealed which set of reasoning levels showed significant difference for the MBT scores. No statistical difference between formal and postformal reasoners' mean scores was observed, while the mean scores between concrete and formal reasoners and concrete and postformal reasoners were statistically significantly different

A cross-cultural, multilevel study of inquiry-based instruction effects on conceptual understanding and motivation in physics

Science.gov (United States)

Negishi, Meiko

Student achievement and motivation to learn physics is highly valued in many industrialized countries including the United States and Japan. Science education curricula in these countries emphasize the importance and encourage classroom teachers to use an inquiry approach. This dissertation investigated high school students' motivational orientations and their understanding of physics concepts in a context of inquiry-based instruction. The goals were to explore the patterns of instructional effects on motivation and learning in each country and to examine cultural differences and similarities. Participants consisted of 108 students (55 females, 53 males) and 9 physics teachers in the United States and 616 students (203 females and 413 males) and 11 physics teachers in Japan. Students were administered (a) Force Concept Inventory measuring physics conceptual understanding and (b) Attitudes about Science Questionnaire measuring student motivational orientations. Teachers were given a survey regarding their use of inquiry teaching practices and background information. Additionally, three teachers in each country were interviewed and observed in their classrooms. For the data analysis, two-level hierarchical linear modeling (HLM) methods were used to examine individual student differences (i.e., learning, motivation, and gender) within each classroom (i.e., inquiry-based teaching, teaching experience, and class size) in the U.S. and Japan, separately. Descriptive statistical analyses were also conducted. The results indicated that there was a cultural similarity in that current teaching practices had minimal influence on conceptual understanding as well as motivation of high school students between the U.S. and Japan. In contrast, cultural differences were observed in classroom structures and instructional approaches. Furthermore, this study revealed gender inequity in Japanese students' conceptual understanding and self-efficacy. Limitations of the study, as well as

Effectiveness of Conceptual Change Text-oriented Instruction on Students' Understanding of Energy in Chemical Reactions

Science.gov (United States)

Taştan, Özgecan; Yalçınkaya, Eylem; Boz, Yezdan

2008-10-01

The aim of this study is to compare the effectiveness of conceptual change text instruction (CCT) in the context of energy in chemical reactions. The subjects of the study were 60, 10th grade students at a high school, who were in two different classes and taught by the same teacher. One of the classes was randomly selected as the experimental group in which CCT instruction was applied, and the other as the control group in which traditional teaching method was used. The data were obtained through the use of Energy Concept Test (ECT), the Attitude Scale towards Chemistry (ASC) and Science Process Skill Test (SPST). In order to find out the effect of the conceptual change text on students' learning of energy concept, independent sample t-tests, ANCOVA (analysis of covariance) and ANOVA (analysis of variance) were used. Results revealed that there was a statistically significant mean difference between the experimental and control group in terms of students' ECT total mean scores; however, there was no statistically significant difference between the experimental and control group in terms of students' attitude towards chemistry. These findings suggest that conceptual change text instruction enhances the understanding and achievement.

Report of conceptual design for TRU solid waste facilities adjacent to 200H Area: Savannah River Plant

International Nuclear Information System (INIS)

1978-02-01

Facilities for consolidating Savannah River Plant solid transuranic (TRU) waste and placing in long-term safe, retrievable storage have been designed conceptually. A venture guidance appraisal of cost for the facilities has been prepared. The proposed site of the new processing area is adjacent to existing H Area facilities. The scopes of work comprising the conceptual design describe facilities for: exhuming high-level TRU waste from buried and pad-stored locations in the plant burial ground; opening, emptying, and sorting waste containers and their contents within shielded, regulated enclosures; volume-reducing the noncombustibles by physical processes and decontaminating the metal waste; burning combustibles; fixing the consolidated waste forms in a concrete matrix within a double-walled steel container; placing product containers in a retrievable surface storage facility adjacent to the existing plant burial ground; and maintaining accountability of all special nuclear materials. Processing, administration, and auxiliary service buildings are to be located adjacent to existing H Area facilities where certain power and waste liquid services will be shared

A study of primary school teachers’ conceptual understanding on states of matter and their changes based on their job locations (case study at Ambon island in Moluccas-Indonesia)

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Banawi, A.; Sopandi, W.; Kadarohman, A.; Solehuddin, M.

2018-05-01

The research aims to describe primary school teachers’ conceptual understandings about states of matter and their changes. The method was descriptive which involved 15 primary school teachers from three different school locations. They were from urban school (CS1), sub-urban school (CS2), and rular school (CS3) at Ambon Island on 2016/2017 academic year. The research instrument was a multiple-choice test combined with both essay and confidence level of their answers. The test was used to measure teachers’ understanding levels about states of matter and their changes. They were macroscopic, sub-microscopic and symbolic levels. Teachers’ understanding levels were classified into following categorization, they were understand, partly understand, misconception, and do not understand. The results show that primary school teachers’ conceptual understanding is varied based on their job locations and primary school teachers’ level understanding. Generally, primary school teachers’ conceptual understandings at sub-urban location (CS2) are better than those of both of urban (CS1) and rular locations (CS3). The results suggest that teachers need improvement to make better primary school teachers’ conceptual understanding. It can be on the job training and in service training activities. We also need a further research in order to investigate the program effectiveness.

A conceptual framework for understanding the association between school bullying victimization and substance misuse.

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Hong, Jun Sung; Davis, Jordan P; Sterzing, Paul R; Yoon, Jina; Choi, Shinwoo; Smith, Douglas C

2014-11-01

This article reviews current research findings and presents a conceptual framework for better understanding the relationship between bullying victimization (hereafter referred to as victimization) and substance misuse (hereafter referred to as SM) among adolescents. Although victimization and SM may appear to be separate problems, research suggests an intriguing relationship between the 2. We present a brief, empirical overview of the direct association between victimization and adolescent SM, followed by a proposed conceptual framework that includes co-occurring risk factors for victimization and SM within family, peer, and school and community contexts. Next, we discuss potential mediators linking victimization and SM, such as internalizing problems, traumatic stress, low academic performance, and school truancy and absence. We then identify potential moderating influences of age, gender and sex, social supports, and school connectedness that could amplify or abate the association between victimization and SM. Finally, we discuss practice and policy implications. (c) 2014 APA, all rights reserved.

Understanding HIV-related posttraumatic stress disorder in South Africa: a review and conceptual framework.

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Young, Charles

2011-06-01

A number of epidemiological studies have attempted to measure the prevalence of HIV-related posttraumatic stress disorder (PTSD) in sub-Saharan Africa. A systematic review of the literature identified eight relevant studies that put current estimates of the prevalence of HIV-related PTSD between 4.2% and 40%. Even the lower estimates suggest that PTSD in response to the trauma of being diagnosed and living with HIV is a significant mental health burden. However, a conceptual framework to advance our understanding of the prevalence and phenomenology of HIV-related PTSD is lacking. This article argues that the Ehlers & Clark (2000) cognitive model of PTSD provides a useful conceptual framework for understanding HIV-related PTSD in South Africa. The model emphasises the role of trauma appraisals in the development and maintenance of PTSD, which can also be usefully applied to some of the other psychological disorders associated with HIV infection. The model appears to fit some of the important research findings, and it offers insights into the relationships between HIV-related PTSD and other psychological disorders, HIV stigma, the high prevalence of non-HIV traumatic events, occasional problems with the delivery of antiretroviral drugs in the South African public health service, the unpredictable course of HIV illness, and the quality of HIV testing and counselling. Implications for individual treatment strategies and broader public health interventions are briefly discussed.

Promoting students' conceptual understanding using STEM-based e-book

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Komarudin, U.; Rustaman, N. Y.; Hasanah, L.

2017-05-01

This study aims to examine the effect of Science, Technology, Engineering, and Mathematics (STEM) based e-book in promoting students'conceptual understanding on lever system in human body. The E-book used was the e-book published by National Ministry of Science Education. The research was conducted by a quasi experimental with pretest and posttest design. The subjects consist of two classes of 8th grade junior high school in Pangkalpinang, Indonesia, which were devided into experimental group (n=34) and control group (n=32). The students in experimental group was taught by STEM-based e-book, while the control group learned by non STEM-based e-book. The data was collected by an instrument pretest and postest. Pretest and posttest scored, thenanalyzed using descriptive statistics and independent t-test. The result of independent sample t-test shows that no significant differenceson students' pretest score between control and experimental group. However, there were significant differences on students posttest score and N-gain score between control and experimental group with sig = 0.000(pscience.

Making the Invisible Visible: Enhancing Students' Conceptual Understanding by Introducing Representations of Abstract Objects in a Simulation

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Olympiou, Georgios; Zacharias, Zacharia; deJong, Ton

2013-01-01

This study aimed to identify if complementing representations of concrete objects with representations of abstract objects improves students' conceptual understanding as they use a simulation to experiment in the domain of "Light and Color". Moreover, we investigated whether students' prior knowledge is a factor that must be considered in deciding…

The Effect of Process Oriented Guided Inquiry Learning (POGIL) on 11th Graders' Conceptual Understanding of Electrochemistry

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Sen, Senol; Yilmaz, Ayhan; Geban, Ömer

2016-01-01

The purpose of this study was to investigate the effect of Process Oriented Guided Inquiry Learning (POGIL) method compared to traditional teaching method on 11th grade students' conceptual understanding of electrochemistry concepts. Participants were 115 students from a public school in Turkey. Nonequivalent control group design was used. Two…

The Effects of Conceptual Understanding Procedures (CUPs) Towards Critical Thinking Skills of Senior High School Students

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Sukaesih, S.; Sutrisno

2017-04-01

The aim of the study was to analyse the effect of the application of Conceptual Understanding Procedures (CUPs) learning to the students’ critical thinking skills in the matter of categorisaed in SMA Negeri 1 Larangan. This study was quasi-experimental design using nonequivalent control group design. The population in this study was entire class X. The samples that were taken by convenience sampling were class X MIA 1 and X MIA 2. Primary data in the study was the student’s critical thinking skills, which was supported by student activity, the level of adherence to the CUPs learning model, student opinion and teacher opinion. N-gain test results showed that the students’ critical thinking skills of experimental class increased by 89.32%, while the control group increased by 57.14%. Activity grade of experimental class with an average value of 72.37 was better than that of the control class with an average of only 22.69 student and teacher opinions to the learning were excellegoodnt. Based on this study concluded that the model of Conceptual Understanding Procedures (CUPs) had an effect on the student’s critical thinking skills in the matter of protest in SMA Negeri 1 Larangan.

Conceptual understanding of climate change with a globally resolved energy balance model

Energy Technology Data Exchange (ETDEWEB)

Dommenget, Dietmar [Monash University, School of Mathematical Sciences, Melbourne, VIC (Australia); Floeter, Janine [Leibniz Institute for Marine Sciences, Kiel (Germany)

2011-12-15

The future climate change projections are essentially based on coupled general circulation model (CGCM) simulations, which give a distinct global warming pattern with arctic winter amplification, an equilibrium land-sea warming contrast and an inter-hemispheric warming gradient. While these simulations are the most important tool of the Intergovernmental Panel on Climate Change (IPCC) predictions, the conceptual understanding of these predicted structures of climate change and the causes of their uncertainties is very difficult to reach if only based on these highly complex CGCM simulations. In the study presented here we will introduce a very simple, globally resolved energy balance (GREB) model, which is capable of simulating the main characteristics of global warming. The model shall give a bridge between the strongly simplified energy balance models and the fully coupled 4-dimensional complex CGCMs. It provides a fast tool for the conceptual understanding and development of hypotheses for climate change studies, which shall build a basis or starting point for more detailed studies of observations and CGCM simulations. It is based on the surface energy balance by very simple representations of solar and thermal radiation, the atmospheric hydrological cycle, sensible turbulent heat flux, transport by the mean atmospheric circulation and heat exchange with the deeper ocean. Despite some limitations in the representations of the basic processes, the models climate sensitivity and the spatial structure of the warming pattern are within the uncertainties of the IPCC models simulations. It is capable of simulating aspects of the arctic winter amplification, the equilibrium land-sea warming contrast and the inter-hemispheric warming gradient with good agreement to the IPCC models in amplitude and structure. The results give some insight into the understanding of the land-sea contrast and the polar amplification. The GREB model suggests that the regional inhomogeneous

Teaching Physics for Conceptual Understanding Exemplified for Einstein's Special Relativity

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Undreiu, Lucian M.

2006-12-01

In most liberal arts colleges the prerequisites for College Physics, Introductory or Calculus based, are strictly related to Mathematics. As a state of fact, the majorities of the students perceive Physics as a conglomerate of mathematical equations, a collection of facts to be memorized and they regard Physics as one of the most difficult subjects. A change of this attitude towards Physics, and Science in general, is intrinsically connected with the promotion of conceptual understanding and stimulation of critical thinking. In such an environment, the educators are facilitators, rather than the source of knowledge. One good way of doing this is to challenge the students to think about what they see around them and to connect physics with the real world. Motivation occurs when students realize that what was learned is interesting and relevant. Visual teaching aids such as educational videos or computer simulations, as well as computer-assisted experiments, can greatly enhance the effectiveness of a science lecture or laboratory. Difficult topics can be discussed through animated analogies. Special Relativity is recognized as a challenging topic and is probably one of the most misunderstood theories of Physics. While understanding Special Relativity requires a detachment from ordinary perception and every day life notions, animated analogies can prove to be very successful in making difficult topics accessible.

Approaching a Conceptual Understanding of Enzyme Kinetics and Inhibition: Development of an Active Learning Inquiry Activity for Prehealth and Nonscience Majors

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House, Chloe; Meades, Glen; Linenberger, Kimberly J.

2016-01-01

Presented is a guided inquiry activity designed to be conducted with prenursing students using an analogous system to help develop a conceptual understanding of factors impacting enzyme kinetics and the various types of enzyme inhibition. Pre- and postconceptual understanding evaluations and effectiveness of implementation surveys were given to…

The Effect of Brain Based Learning on Second Grade Junior Students' Mathematics Conceptual Understanding on Polyhedron

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Suarsana, I. Made; Widiasih, Ni Putu Santhi; Suparta, I. Nengah

2018-01-01

The aim of this study is to examine the effect of Brain Based Learning on second grade junior high school students? conceptual understanding on polyhedron. This study was conducted by using post-test only control group quasi-experimental design. The subjects of this study were 148 students that divided into three classes. Two classes were taken as…

CONCEPTUAL CHALLENGES IN UNDERSTANDING INNOVATIVE EDUCATION IN ORGANIZATIONAL CONTEXT

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Mikhail Klarin

2016-06-01

Full Text Available The paper suggests shifts in educational thinking about adult and continuing education practices including: goal setting, nature of the learner, character of education, and its elements including the sources in the educational process, evaluation of its outcomes, and social (micro-social role of education. The author explores innovative vs. conventional adult learning, and introduces several new approaches to adult education. Several conceptual challenges (paradoxes are considered that do not fit the traditional educationalist’s thinking. The conceptual shifts are explored as cognitive gaps, leading to insights about the nature of adult education, and pragmatic changes in shaping education to transform individual and collective experience.

[Empowerment in prevention and health promotion--a critical conceptual evaluation of basic understanding, dimensions and assessment problems].

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Kliche, T; Kröger, G

2008-12-01

Empowerment is an important concept in health care, but despite its prevalence it seems to be more of a buzz word. Thus, a conceptual review on empowerment in prevention and health promotion was carried out. 62 German and international theoretical contributions, reviews and studies were incorporated, covering the fields of prevention, care and therapy, rehabilitation, health-care research, nursing and work-related stress. The analysis revealed eight main dimensions of empowerment: (1) shared decision-making, (2) self-efficacy, (3) social support and social capital, (4) skills and competences, (5) health care utilisation, (6) goal setting and attainment, (7) reflexive thought and (8) innovation. Their empirical assessment can be carried out on a micro-, meso-, or macro-level. Three distinct basic conceptual notions emerged from the analysis, each applying its own specific research questions and measurement instruments: clinical, organizational-professional and political understanding of "empowerment". Therefore, these three specific conceptual notions should each be developed and tested separately, in particular in reviews, and empirical studies should embrace all eight subdimensions.

Knowledge and understanding of dissolved solids in the Rio Grande–San Acacia, New Mexico, to Fort Quitman, Texas, and plan for future studies and monitoring

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Moyer, Douglas; Anderholm, Scott K.; Hogan, James F.; Phillips, Fred M.; Hibbs, Barry J.; Witcher, James C.; Matherne, Anne Marie; Falk, Sarah E.

2013-01-01

Availability of water in the Rio Grande Basin has long been a primary concern for water-resource managers. The transport and delivery of water in the basin have been engineered by using reservoirs, irrigation canals and drains, and transmountain-water diversions to meet the agricultural, residential, and industrial demand. In contrast, despite the widespread recognition of critical water-quality problems, there have been minimal management efforts to improve water quality in the Rio Grande. Of greatest concern is salinization (concentration of dissolved solids approaching 1,000 mg/L), a water-quality problem that has been recognized and researched for more than 100 years because of the potential to limit both agricultural and municipal use. To address the issue of salinization, water-resource managers need to have a clear conceptual understanding of the sources of salinity and the factors that control storage and transport, identify critical knowledge gaps in this conceptual understanding, and develop a research plan to address these gaps and develop a salinity management program. In 2009, the U.S. Geological Survey (USGS) in cooperation with the U.S. Army Corps of Engineers (USACE), New Mexico Interstate Stream Commission (NMISC), and New Mexico Environment Department (NMED) initiated a project to summarize the current state of knowledge regarding the transport of dissolved solids in the Rio Grande between San Acacia, New Mexico, and Fort Quitman, Texas. The primary objective is to provide hydrologic information pertaining to the spatial and temporal variability present in the concentrations and loads of dissolved solids in the Rio Grande, the source-specific budget for the mass of dissolved solids transported along the Rio Grande, and the locations at which dissolved solids enter the Rio Grande. Dissolved-solids concentration data provide a good indicator of the general quality of surface water and provide information on the factors governing salinization within

Developing Conceptual Understanding and Procedural Skill in Mathematics: An Iterative Process.

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Rittle-Johnson, Bethany; Siegler, Robert S.; Alibali, Martha Wagner

2001-01-01

Proposes that conceptual and procedural knowledge develop in an iterative fashion and improved problem representation is one mechanism underlying the relations between them. Two experiments were conducted with 5th and 6th grade students learning about decimal fractions. Results indicate conceptual and procedural knowledge do develop, iteratively,…

The Effects on Students' Conceptual Understanding of Electric Circuits of Introducing Virtual Manipulatives within a Physical Manipulatives-Oriented Curriculum

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Zacharia, Zacharias C.; de Jong, Ton

2014-01-01

This study investigates whether Virtual Manipulatives (VM) within a Physical Manipulatives (PM)-oriented curriculum affect conceptual understanding of electric circuits and related experimentation processes. A pre-post comparison study randomly assigned 194 undergraduates in an introductory physics course to one of five conditions: three…

Conceptual understanding and groundwater quality of selected basin-fill aquifers in the Southwestern United States

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Thiros, Susan A.; Bexfield, Laura M.; Anning, David W.; Huntington, Jena M.

2010-01-01

the arid to semiarid climate, cultural and economic activities in the Southwest are particularly dependent on supplies of good-quality groundwater. Irrigation and public-supply withdrawals from basin-fill aquifers in the study area account for about one quarter of the total withdrawals from all aquifers in the United States.Many factors influence the quality of groundwater in the 15 case-study basins, but some common factors emerge from the basin summaries presented in this report. These factors include the chemical composition of the recharge water, consolidated rock geology and composition of aquifer materials derived from consolidated rock, and land and water use. The major water-quality issues in many of the developed case-study basins are increased concentrations of dissolved solids, nitrate, and VOCs in groundwater as a result of human activities.The information presented and the citations listed in this report serve as a resource for those interested in the groundwater-flow systems in the NAWQA case-study basins. The summaries of water-development history, hydrogeology, conceptual understanding of the groundwater system under both predevelopment and modern conditions, and effects of natural and human-related factors on groundwater quality presented in the sections on each basin also serve as a foundation for the synthesis and modeling phases of the SWPA regional study.

A conceptual framework to understand teachers’ Professional Dispositions and Orientation towards tablet technology in secondary schools

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Suzanne Sackstein

2017-10-01

Full Text Available While recent technological innovations have resulted in calls to incorporate tablets into the classroom, schools have been criticised for not taking advantage of what the technology has to offer. Past research has shown that teachers do not automatically choose to adopt technology in the classroom. A number of concerns exist in relation to the research being conducted within this area. Firstly, the majority of research studies have not been based on sound conceptual frameworks. Secondly, for the most part, these research studies have tended to focus on the technology itself rather than the resulting changes in teaching and learning. Finally, much of the literature is premised on constructivist pedagogic practices which offer promissories of radical pedagogic change. An understanding of technology teachers’ orientations to the new technology, coupled with an understanding of the reasons behind teachers’ choices to adopt or not adopt technology has not yet been fully explored. From a review of the literature in relation to teachers’ Professional Dispositions, derived from the work of Bernstein on the pedagogic discourse, alongside Hooper and Rieber’s model on educational technology adoption a conceptual framework has been developed to will shed light on secondary school teachers’ differential adoption of tablet technology.

A conceptual connectivity framework for understanding geomorphic change in human-impacted fluvial systems

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Pöppl, Ronald; Keesstra, Saskia; Maroulis, Jerry

2017-04-01

Human-induced landscape change is difficult to predict due to the complexity inherent in both geomorphic and social systems as well as due to emerging coupling relationships between them. To better understand system complexity and system response to change, connectivity has become an important research paradigm within various disciplines including geomorphology, hydrology and ecology. With the proposed conceptual connectivity framework on geomorphic change in human-impacted fluvial systems a cautionary note is flagged regarding the need (i) to include and to systematically conceptualise the role of different types of human agency in altering connectivity relationships in geomorphic systems and (ii) to integrate notions of human-environment interactions to connectivity concepts in geomorphology to better explain causes and trajectories of landscape change. Underpinned by case study examples, the presented conceptual framework is able to explain how geomorphic response of fluvial systems to human disturbance is determined by system-specific boundary conditions (incl. system history, related legacy effects and lag times), vegetation dynamics and human-induced functional relationships (i.e. feedback mechanisms) between the different spatial dimensions of connectivity. It is further demonstrated how changes in social systems can trigger a process-response feedback loop between social and geomorphic systems that further governs the trajectory of landscape change in coupled human-geomorphic systems.

The utility of resilience as a conceptual framework for understanding and measuring LGBTQ health.

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Colpitts, Emily; Gahagan, Jacqueline

2016-04-06

Historically, lesbian, gay, bisexual, transgender and queer (LGBTQ) health research has focused heavily on the risks for poor health outcomes, obscuring the ways in which LGBTQ populations maintain and improve their health across the life course. In this paper we argue that informing culturally competent health policy and systems requires shifting the LGBTQ health research evidence base away from deficit-focused approaches toward strengths-based approaches to understanding and measuring LGBTQ health. We recently conducted a scoping review with the aim of exploring strengths-based approaches to LGBTQ health research. Our team found that the concept of resilience emerged as a key conceptual framework. This paper discusses a subset of our scoping review findings on the utility of resilience as a conceptual framework in understanding and measuring LGBTQ health. The findings of our scoping review suggest that the ways in which resilience is defined and measured in relation to LGBTQ populations remains contested. Given that LGBTQ populations have unique lived experiences of adversity and discrimination, and may also have unique factors that contribute to their resilience, the utility of heteronormative and cis-normative models of resilience is questionable. Our findings suggest that there is a need to consider further exploration and development of LGBTQ-specific models and measures of resilience that take into account structural, social, and individual determinants of health and incorporate an intersectional lens. While we fully acknowledge that the resilience of LGBTQ populations is central to advancing LGBTQ health, there remains much work to be done before the concept of resilience can be truly useful in measuring LGBTQ health.

Teaching for clinical reasoning - helping students make the conceptual links.

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McMillan, Wendy Jayne

2010-01-01

Dental educators complain that students struggle to apply what they have learnt theoretically in the clinical context. This paper is premised on the assumption that there is a relationship between conceptual thinking and clinical reasoning. The paper provides a theoretical framework for understanding the relationship between conceptual learning and clinical reasoning. A review of current literature is used to explain the way in which conceptual understanding influences clinical reasoning and the transfer of theoretical understandings to the clinical context. The paper argues that the connections made between concepts are what is significant about conceptual understanding. From this point of departure the paper describes teaching strategies that facilitate the kinds of learning opportunities that students need in order to develop conceptual understanding and to be able to transfer knowledge from theoretical to clinical contexts. Along with a variety of teaching strategies, the value of concept maps is discussed. The paper provides a framework for understanding the difficulties that students have in developing conceptual networks appropriate for later clinical reasoning. In explaining how students learn for clinical application, the paper provides a theoretical framework that can inform how dental educators facilitate the conceptual learning, and later clinical reasoning, of their students.

Teachers' Beliefs about the Role of Interaction in Teaching Newtonian Mechanics and Its Influence on Students' Conceptual Understanding of Newton's Third Law

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Jauhiainen, Johanna; Koponen, Ismo T.; Lavonen, Jari

2006-01-01

Students' conceptual understanding of Newton's third law has been the subject of numerous studies. These studies have often pointed out the importance of addressing the concept of interaction in teaching Newtonian mechanics. In this study, teachers were interviewed in order to examine how they understand interaction and use it in their…

From Words to Concepts: Focusing on Word Knowledge When Teaching for Conceptual Understanding within an Inquiry-Based Science Setting

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Haug, Berit S.; Ødegaard, Marianne

2014-01-01

This qualitative video study explores how two elementary school teachers taught for conceptual understanding throughout different phases of science inquiry. The teachers implemented teaching materials with a focus on learning science key concepts through the development of word knowledge. A framework for word knowledge was applied to examine the…

The Effect of Using Virtual Laboratory on Grade 10 Students' Conceptual Understanding and Their Attitudes towards Physics

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Faour, Malak Abou; Ayoubi, Zalpha

2018-01-01

This study investigated the effect of using (VL) on grade 10 students' conceptual understanding of the direct current electric circuit and their attitudes towards physics. The research used a quantitative experimental approach. The sample of the study was formed of 50 students of the tenth grade, aged 14 to 16 years old, of an official secondary…

The Effect of Recycling Education on High School Students' Conceptual Understanding about Ecology: A Study on Matter Cycle

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Ugulu, Ilker; Yorek, Nurettin; Baslar, Suleyman

2015-01-01

The objective of this study is to analyze and determine whether a developed recycling education program would lead to a positive change in the conceptual understanding of ecological concepts associated with matter cycles by high school students. The research was conducted on 68 high school 10th grade students (47 female and 21 male students). The…

Implementation of Scientific Community Laboratories and Their Effect on Student Conceptual Learning, Attitudes, and Understanding of Uncertainty

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Lark, Adam

Scientific Community Laboratories, developed by The University of Maryland, have shown initial promise as laboratories meant to emulate the practice of doing physics. These laboratories have been re-created by incorporating their design elements with the University of Toledo course structure and resources. The laboratories have been titled the Scientific Learning Community (SLC) Laboratories. A comparative study between these SLC laboratories and the University of Toledo physics department's traditional laboratories was executed during the fall 2012 semester on first semester calculus-based physics students. Three tests were executed as pre-test and post-tests to capture the change in students' concept knowledge, attitudes, and understanding of uncertainty. The Force Concept Inventory (FCI) was used to evaluate students' conceptual changes through the semester and average normalized gains were compared between both traditional and SLC laboratories. The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) was conducted to elucidate students' change in attitudes through the course of each laboratory. Finally, interviews regarding data analysis and uncertainty were transcribed and coded to track changes in the way students understand uncertainty and data analysis in experimental physics after their participation in both laboratory type. Students in the SLC laboratories showed a notable an increase conceptual knowledge and attitudes when compared to traditional laboratories. SLC students' understanding of uncertainty showed most improvement, diverging completely from students in the traditional laboratories, who declined throughout the semester.

Comparison of Two Different Techniques of Cooperative Learning Approach: Undergraduates' Conceptual Understanding in the Context of Hormone Biochemistry

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Mutlu, Ayfer

2018-01-01

The purpose of the research was to compare the effects of two different techniques of the cooperative learning approach, namely Team-Game Tournament and Jigsaw, on undergraduates' conceptual understanding in a Hormone Biochemistry course. Undergraduates were randomly assigned to Group 1 (N = 23) and Group 2 (N = 29). Instructions were accomplished…

The Impact of Problem-Based Learning on Engineering Students' Beliefs about Physics and Conceptual Understanding of Energy and Momentum

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Sahin, Mehmet

2010-01-01

The purpose of this paper is to investigate the impact of problem-based learning (PBL) on freshmen engineering students' beliefs about physics and physics learning (referred to as epistemological beliefs) and conceptual understanding of physics. The multiple-choice test of energy and momentum concepts and the Colorado learning attitudes about…

Understanding the Greenhouse Effect by Embodiment - Analysing and Using Students' and Scientists' Conceptual Resources

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Niebert, Kai; Gropengießer, Harald

2014-01-01

Over the last 20 years, science education studies have reported that there are very different understandings among students of science regarding the key aspects of climate change. We used the cognitive linguistic framework of experientialism to shed new light on this valuable pool of studies to identify the conceptual resources of understanding climate change. In our study, we interviewed 35 secondary school students on their understanding of the greenhouse effect and analysed the conceptions of climate scientists as drawn from textbooks and research reports. We analysed all data by metaphor analysis and qualitative content analysis to gain insight into students' and scientists' resources for understanding. In our analysis, we found that students and scientists refer to the same schemata to understand the greenhouse effect. We categorised their conceptions into three different principles the conceptions are based on: warming by more input, warming by less output, and warming by a new equilibrium. By interrelating students' and scientists' conceptions, we identified the students' learning demand: First, our students were afforded with experiences regarding the interactions of electromagnetic radiation and CO2. Second, our students reflected about the experience-based schemata they use as source domains for metaphorical understanding of the greenhouse effect. By uncovering the-mostly unconscious-deployed schemata, we gave students access to their source domains. We implemented these teaching guidelines in interventions and evaluated them in teaching experiments to develop evidence-based and theory-guided learning activities on the greenhouse effect.

Exploring Effects of High School Students' Mathematical Processing Skills and Conceptual Understanding of Chemical Concepts on Algorithmic Problem Solving

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Gultepe, Nejla; Yalcin Celik, Ayse; Kilic, Ziya

2013-01-01

The purpose of the study was to examine the effects of students' conceptual understanding of chemical concepts and mathematical processing skills on algorithmic problem-solving skills. The sample (N = 554) included grades 9, 10, and 11 students in Turkey. Data were collected using the instrument "MPC Test" and with interviews. The MPC…

EVALUATION OF CONCEPTUAL FRAMEWORKS IN ASTRONOMY

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David Pundak

2016-02-01

Full Text Available Even though astronomy is the oldest science, it is still an open question how to evaluate students’ understanding in astronomy. In spite of the fact that some methods and evaluation tools have been developed for that purpose, the sources of students' difficulties in astronomy are still unclear. This paper presents an investigation of the changes in conceptual frameworks in astronomy among 50 engineering students as a result of learning a general course in astronomy. A special tool called Conceptual Frameworks in Astronomy (CFA, which was initially used in 1989, was adopted to gather data for the present research. In its new version, the tool includes 23 questions and five to six optional answers to each question. Each of the answers characterizes one of the four conceptual frameworks: pre-scientific, geocentric, heliocentric and sidereal. These four conceptual frameworks act as a taxonomical system that enables us to evaluate astronomical understanding. The paper describes the background of the CFA, its development, and discusses its validity and reliability. Using the CFA we were able to: (1 identify the students’ conceptual frameworks at the beginning of the course and at its end, (2 to evaluate the students’ paradigmatic change following the course. It was found that the measure of the students’ improvement (gain index was g = 0.37. Approximately 45% of the students in the course improved their conceptual frameworks in astronomy and 26% deepened their understanding of the heliocentric or sidereal conceptual frameworks. The CFA can also be applied as an evaluation tool in all schools and institutions that teach astronomy.

Evaluating role of interactive visualization tool in improving students' conceptual understanding of chemical equilibrium

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Sampath Kumar, Bharath

The purpose of this study is to examine the role of partnering visualization tool such as simulation towards development of student's concrete conceptual understanding of chemical equilibrium. Students find chemistry concepts abstract, especially at the microscopic level. Chemical equilibrium is one such topic. While research studies have explored effectiveness of low tech instructional strategies such as analogies, jigsaw, cooperative learning, and using modeling blocks, fewer studies have explored the use of visualization tool such as simulations in the context of dynamic chemical equilibrium. Research studies have identified key reasons behind misconceptions such as lack of systematic understanding of foundational chemistry concepts, failure to recognize the system is dynamic, solving numerical problems on chemical equilibrium in an algorithmic fashion, erroneous application Le Chatelier's principle (LCP) etc. Kress et al. (2001) suggested that external representation in the form of visualization is more than a tool for learning, because it enables learners to make meanings or express their ideas which cannot be readily done so through a verbal representation alone. Mixed method study design was used towards data collection. The qualitative portion of the study is aimed towards understanding the change in student's mental model before and after the intervention. A quantitative instrument was developed based on common areas of misconceptions identified by research studies. A pilot study was conducted prior to the actual study to obtain feedback from students on the quantitative instrument and the simulation. Participants for the pilot study were sampled from a single general chemistry class. Following the pilot study, the research study was conducted with a total of 27 students (N=15 in experimental group and N=12 in control group). Prior to participating in the study, students have completed their midterm test on the topic of chemical equilibrium. Qualitative

Effect of the 5E Model on Prospective Teachers' Conceptual Understanding of Diffusion and Osmosis: A Mixed Method Approach

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Artun, Huseyin; Costu, Bayram

2013-01-01

The aim of this study was to explore a group of prospective primary teachers' conceptual understanding of diffusion and osmosis as they implemented a 5E constructivist model and related materials in a science methods course. Fifty prospective primary teachers' ideas were elicited using a pre- and post-test and delayed post-test survey consisting…

Conceptualizing In-service Secondary School Science Teachers' Knowledge Base for Promoting Understanding about the Science of Global Climate Change

Science.gov (United States)

Bhattacharya, Devarati

Efforts to adapt and mitigate the effects of global climate change (GCC) have been ongoing for the past two decades and have become a major global concern. However, research and practice for promoting climate literacy and understanding about GCC have only recently become a national priority. The National Research Council (NRC), has recently emphasized upon the importance of developing learners' capacity of reasoning, their argumentation skills and understanding of GCC (Framework for K-12 Science Education, National Research Council, 2012). This framework focuses on fostering conceptual clarity about GCC to promote innovation, resilience, and readiness in students as a response towards the threat of a changing environment. Previous research about teacher understanding of GCC describes that in spite of the prevalent frameworks like the AAAS Science Literacy Atlas (AAAS, 2007) and the Essential Principles for Climate Literacy (United States Global Climate Research Program, 2009; Bardsley, 2007), most learners are challenged in understanding the science of GCC (Michail et al., 2007) and misinformed perceptions about basic climate science content and the role of human activities in changing climate remain persistent (Reibich and Gautier, 2006). Our teacher participants had a rather simplistic knowledge structure. While aware of climate change, teacher participants lacked in depth understanding of how change in climate can impact various ecosystems on the Earth. Furthermore, they felt overwhelmed with the extensive amount of information needed to comprehend the complexity in GCC. Hence, extensive efforts not only focused on assessing conceptual understanding of GCC but also for teaching complex science topics like GCC are essential. This dissertation explains concept mapping, and the photo elicitation method for assessing teachers' understanding of GCC and the use of metacognitive scaffolding in instruction of GCC for developing competence of learners in this complex

Understanding ’Price’ and the Environment: Exploring Upper Secondary Students’ Conceptual Development

Directory of Open Access Journals (Sweden)

Caroline Ignell

2017-03-01

Full Text Available Purpose: To explore changes in upper secondary students´ conceptions of environmental issues in how prices are determined and how they should be determined. Design: The study uses an ’alternative frameworks’ conceptual change approach to examine change in the conceptions of fifteen business and economic students. Students were asked about the prices of familiar products and asked to explain prices for eco-friendly and eco-unfriendly products. A first interview was conducted in the second year of education and the second interview a year later when students were 18 years old and in the final year of schooling. Interviews were carried out out by a researcher independent from the schools and carried out in schools. Findings: Identifies the fragmentary nature of students´ every-day thinking in relation to productivity, consumer preference and negative externalities. Results show characteristics of partial conceptions, which are considered as students´ conceptions in a process of change towards a more scientific understanding of relationships between price and environmental impacts. Practical implications: The study clarifies conceptions, which students bring to the classroom and the directions that development in understanding may take. The study should help teachers to design effective strategies to support students’ learning.

A Lakatosian Conceptual Change Teaching Strategy Based on Student Ability to Build Models with Varying Degrees of Conceptual Understanding of Chemical Equilibrium

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Niaz, M.

The main objective of this study is to construct a Lakatosian teaching strategy that can facilitate conceptual change in students'' understanding of chemical equilibrium. The strategy is based on the premise that cognitive conflicts must have been engendered by the students themselves in trying to cope with different problem solving strategies. Results obtained (based on Venezuelan freshman students) show that the performance of the experimental group of students was generally better (especially on the immediate post tests) than that of the control group. It is concluded that a conceptual change teaching strategy must take into consideration the following aspects: a) core beliefs of the students in the topic (cf. ''hard core'', Lakatos 1970); b) exploration of the relationship between core beliefs and student alternative conceptions (misconceptions); c) cognitive complexity of the core belief can be broken down into a series of related and probing questions; d) students resist changes in their core beliefs by postulating ''auxiliary hypotheses'' in order to resolve their contradictions; e) students'' responses based on their alternative conceptions must be considered not as wrong, but rather as models, perhaps in the same sense as used by scientists to break the complexity of a problem; and f) students'' misconceptions be considered as alternative conceptions (theories) that compete with the present scientific theories and at times recapitulate theories scientists held in the past.

Development of preservice elementary teachers' science self- efficacy beliefs and its relation to science conceptual understanding

Science.gov (United States)

Menon, Deepika

Self-efficacy beliefs that relate to teachers' motivation and performance have been an important area of concern for preservice teacher education. This study used a mixed-methods approach to investigate the changes in preservice elementary teachers' science self-efficacy beliefs and the factors associated in a specialized elementary physics content course. In addition, the study is one of few to investigate the relationship between the changes in science self-efficacy beliefs and changes in physical science conceptual understanding. Participants included fifty-one preservice elementary teachers enrolled in two term of the physical science content course. Data collection and analysis procedures included both qualitative and quantitative measures. Data collection included implementation of Science Teaching Efficacy Belief Instrument-B (STEBI-B) (Bleicher, 2004) and Physical Science Concept Test as pre- and post-test, two semi-structured interviews with 18 participants (nine each semester), classroom observations and artifacts. A pre-post, repeated measures multivariate analysis of variance (MANOVA) design was used to test the significance of differences between the pre- and post-surveys across time. Results indicated statistically significant gains in participants' science self-efficacy beliefs on both scales of STEBI-B - personal science teaching beliefs and outcome expectancy beliefs. Additionally, a positive moderate relationship between science conceptual understandings and personal science teaching efficacy beliefs was found. Post-hoc analysis of the STEBI-B data was used to select 18 participants for interviews. The participants belonged to each group representing the low, medium and high initial levels of self-efficacy beliefs. Participants' responses indicated positive shifts in their science teacher self-image and confidence to teach science in future. Four categories that represented the course-related factors contributing towards science self

The unified model of vegetarian identity: A conceptual framework for understanding plant-based food choices.

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Rosenfeld, Daniel L; Burrow, Anthony L

2017-05-01

By departing from social norms regarding food behaviors, vegetarians acquire membership in a distinct social group and can develop a salient vegetarian identity. However, vegetarian identities are diverse, multidimensional, and unique to each individual. Much research has identified fundamental psychological aspects of vegetarianism, and an identity framework that unifies these findings into common constructs and conceptually defines variables is needed. Integrating psychological theories of identity with research on food choices and vegetarianism, this paper proposes a conceptual model for studying vegetarianism: The Unified Model of Vegetarian Identity (UMVI). The UMVI encompasses ten dimensions-organized into three levels (contextual, internalized, and externalized)-that capture the role of vegetarianism in an individual's self-concept. Contextual dimensions situate vegetarianism within contexts; internalized dimensions outline self-evaluations; and externalized dimensions describe enactments of identity through behavior. Together, these dimensions form a coherent vegetarian identity, characterizing one's thoughts, feelings, and behaviors regarding being vegetarian. By unifying dimensions that capture psychological constructs universally, the UMVI can prevent discrepancies in operationalization, capture the inherent diversity of vegetarian identities, and enable future research to generate greater insight into how people understand themselves and their food choices. Copyright © 2017 Elsevier Ltd. All rights reserved.

Perspectives on Information Literacy: A Framework for Conceptual Understanding

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Addison, Colleen; Meyers, Eric

2013-01-01

Information literacy, 40 years since the term was coined, remains a conceptually contested aspect of library and information science research. This paper uses a review of the literature related to the concept of information literacy to identify three different perspectives, their historical origins, and connection to library and information…

A social ecological conceptual framework for understanding adolescent health literacy in the health education classroom.

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Wharf Higgins, Joan; Begoray, Deborah; MacDonald, Marjorie

2009-12-01

With the rising concern over chronic health conditions and their prevention and management, health literacy is emerging as an important public health issue. As with the development of other forms of literacy, the ability for students to be able to access, understand, evaluate and communicate health information is a skill best developed during their years of public schooling. Health education curricula offer one approach to develop health literacy, yet little is known about its influence on neither students nor their experiences within an educational context. In this article, we describe our experience applying a social ecological model to investigating the implementation of a health education curriculum in four high schools in British Columbia, Canada. We used the model to guide a conceptual understanding of health literacy, develop research questions, select data collection strategies, and interpret the findings. Reflections and recommendations for using the model are offered.

Teaching Complicated Conceptual Knowledge with Simulation Videos in Foundational Electrical Engineering Courses

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Chen, Baiyun; Wei, Lei; Li, Huihui

2016-01-01

Building a solid foundation of conceptual knowledge is critical for students in electrical engineering. This mixed-method case study explores the use of simulation videos to illustrate complicated conceptual knowledge in foundational communications and signal processing courses. Students found these videos to be very useful for establishing…

Comparison of Pre-Service Physics Teachers' Conceptual Understanding of Dynamics in Model-Based Scientific Inquiry and Scientific Inquiry Environments

Science.gov (United States)

Arslan Buyruk, Arzu; Ogan Bekiroglu, Feral

2018-01-01

The focus of this study was to evaluate the impact of model-based inquiry on pre-service physics teachers' conceptual understanding of dynamics. Theoretical framework of this research was based on models-of-data theory. True-experimental design using quantitative and qualitative research methods was carried out for this research. Participants of…

The role of conceptual knowledge in understanding synaesthesia: Evaluating contemporary findings from a ‘hub-and-spoke’ perspective

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Rocco eChiou

2014-02-01

Full Text Available Synaesthesia is a phenomenon in which stimulation in one sensory modality triggers involuntary experiences typically not associated with that stimulation. Inducing stimuli (inducers and synaesthetic experiences (concurrents may occur within the same modality (e.g., seeing colours while reading achromatic text or span across different modalities (e.g., tasting flavours while listening to music. Although there has been considerable progress over the last decade in understanding the cognitive and neural mechanisms of synaesthesia, the focus of current neurocognitive models of synaesthesia does not encompass many crucial psychophysical characteristics documented in behavioural research. Prominent theories of the neurophysiological basis of synaesthesia construe it as a perceptual phenomenon and hence focus primarily on the modality-specific brain regions for perception. Many behavioural studies, however, suggest an essential role for conceptual-level information in synaesthesia. For example, there is evidence that synaesthetic experience arises subsequent to identification of an inducing stimulus, differs substantially from real perceptual events, can be akin to perceptual memory, and is susceptible to lexical/semantic contexts. These data suggest that neural mechanisms lying beyond the realm of the perceptual cortex (especially the visual system, such as regions subserving conceptual knowledge, may play pivotal roles in the neural architecture of synaesthesia. Here we discuss the significance of non-perceptual mechanisms that call for a re-evaluation of the emphasis on synaesthesia as a perceptual phenomenon. We also review recent studies which hint that some aspects of synaesthesia resemble our general conceptual knowledge for object attributes, at both psychophysical and neural level. We then present a conceptual-mediation model of synaesthesia in which the inducer and concurrent are linked within a conceptual-level representation. This �

Hurricanes Katrina and Rita and the Department of Veterans Affairs: a conceptual model for understanding the evacuation of nursing homes.

Science.gov (United States)

Dobalian, Aram; Claver, Maria; Fickel, Jacqueline J

2010-01-01

Hurricanes Katrina and Rita exposed significant flaws in US preparedness for catastrophic events and the nation's capacity to respond to them. These flaws were especially evident in the affected disaster areas' nursing homes, which house a particularly vulnerable population of frail older adults. Although evacuation of a healthcare facility is a key preparedness activity, there is limited research on factors that lead to effective evacuation. Our review of the literature on evacuation is focused on developing a conceptual framework to study future evacuations rather than as a comprehensive assessment of prior work. This paper summarizes what is known thus far about disaster response activities of nursing homes following natural and human-caused disasters, describes a conceptual model to guide future inquiry regarding this topic, and suggests future areas of research to further understand the decision-making process of nursing home facilitators regarding evacuating nursing home residents. To demonstrate the utility of the conceptual model and to provide guidance about effective practices and procedures, this paper focuses on the responses of Veterans Health Administration (VHA) nursing homes to the 2 hurricanes. Quarantelli's conceptual framework, as modified by Perry and Mushkatel, is useful in guiding the development of central hypotheses related to the decision-making that occurred in VA nursing homes and other healthcare facilities following Hurricanes Katrina and Rita. However, we define evacuation somewhat differently to account for the fact that evacuation may, in some instances, be permanent. Thus, we propose modifying this framework to improve its applicability beyond preventive evacuation. We need to better understand how disaster plans can be adapted to meet the needs of frail elders and other residents in nursing homes. Moreover, we must address identified gaps in the scientific literature with respect to health outcomes by tracking outcomes over time

Corporate Social Responsibility and Corporate Social Innovation: A Conceptual Understanding

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Jali Muhamad Nizam

2017-01-01

Full Text Available In decades, various organizations worldwide engaged with Corporate Social Responsibility (CSR in order to show their corporate commitments and responsibilities towards societies at large. These commitments and responsibilities are coming from monetary and non-monetary resources for example cash, equipment’s and human resources whom are used for social purposes and activities that leads to a betterment of society and also to improved organization reputation. However, in today’s knowledge and innovation led economy, organizations can no longer affords to get involve in charity and community services merely to fulfil social return without having any sort of economic payoffs. This situation warrants organizations moving beyond CSR to Corporate Social Innovation. This paper explores conceptual understanding between CSR and Corporate Social Innovation. CSR is a traditional philanthropy and old paradigm which is somewhat no longer sufficient in coping with current economic situation. Hence, this paper provides an insight and suggests that corporate social innovation as an emergence new paradigm that perhaps could provide a comprehensive representation in the era of knowledge and innovation led economy that will leads to real change in improving the well-being of people’s life, enhance economic and technological growth. Furthermore, this paper also highlighted knowledge resource is the most significant resource of Corporate Social Innovation.

A conceptual change analysis of nature of science conceptions: The deep roots and entangled vines of a conceptual ecology

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Johnston, Adam Thomas

This research used theories of conceptual change to analyze learners' understandings of the nature of science (NOS). Ideas regarding the NOS have been advocated as vital aspects of science literacy, yet learners at many levels (students and teachers) have difficulty in understanding these aspects in the way that science literacy reforms advocate. Although previous research has shown the inadequacies in learners' NOS understandings and have documented ways by which to improve some of these understandings, little has been done to show how these ideas develop and why learners' preexisting conceptions of NOS are so resistant to conceptual change. The premise of this study, then, was to describe the nature of NOS conceptions and of the conceptual change process itself by deeply analyzing the conceptions of individual learners. Toward this end, 4 individuals enrolled in a physical science course designed for preservice elementary teachers were selected to participate in a qualitative research study. These individuals answered questionnaires, surveys, direct interview questions, and a variety of interview probes (e.g., critical incidents, responses to readings/videos, reflections on coursework, card sorting tasks, etc.) which were administered throughout the duration of a semester. By utilizing these in-depth, qualitative probes, learners' conceptions were not only assessed but also described in great detail, revealing the source of their conceptions as well as identifying many instances in which a learner's directly stated conception was contradictory to that which was reflected by more indirect probes. As a result of this research, implications regarding NOS conceptions and their development have been described. In addition, various descriptions of conceptual change have been further refined and informed. Especially notable, the influence of a learner's conceptual ecology and its extrarational influences on conceptual change have been highlighted. It is argued that

Crafting an International Study of Students' Conceptual Understanding of Astronomy

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Slater, Stephanie; Bretones, P. S.; McKinnon, D.; Schleigh, S.; Slater, T. F.; Astronomy, Center; Education Research, Physics

2013-01-01

Large international investigations into the learning of science, such as the TIMSS and PISA studies, have been enlightening with regard to effective instructional practices. Data from these studies revealed weaknesses and promising practices within nations' educational systems, with evidence to suggest that these studies have led to international reforms in science education. However, these reforms have focused on the general characteristics of teaching and learning across all sciences. While extraordinarily useful, these studies have provided limited insight for any given content domain. To date, there has been no systematic effort to measure individual's conceptual astronomy understanding across the globe. This paper describes our motivations for a coordinated, multinational study of astronomy understanding. First, reformed education is based upon knowing the preexisting knowledge state of our students. The data from this study will be used to assist international astronomy education and public outreach (EPO) professionals in their efforts to improve practices across global settings. Second, while the US astronomy EPO community has a long history of activity, research has established that many practices are ineffective in the face of robust misconceptions (e.g.: seasons). Within an international sample we hope to find subpopulations that do not conform to our existing knowledge of student misconceptions, leading us to cultural or educational practices that hint at alternative, effective means of instruction. Finally, it is our hope that this first venture into large-scale disciplinary collaboration will help us to craft a set of common languages and practices, building capacity and leading toward long-term cooperation across the international EPO community. This project is sponsored and managed by the Center for Astronomy & Physics Education Research (CAPER), in collaboration with members of the International Astronomical Union-Commission 46. We are actively

INSTRUMENTAL CONCEPTUALIZATION SUBJECT AREA SOCIOLOGY: SOME POSSIBLE SOLUTIONS

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E. V. Maslennikov

2016-01-01

Full Text Available The article outlines some of the possible ways of integrating the deployment tool conceptualizing domains of sociology on the basis of the machine sets of steps3. Substantiates the urgency of the problem of application of structural constructs of mathematics as a structure-formalism domain of sociology as a combination of theoretical knowledge. Formulated understanding of the sociological dimension in a broad sense of the concept of research as a measurement based on the use of instrumental in conceptualizing the methodology of sociological research. Under instrumental conceptualization refers to the construction of complex conceptual (conceptual schema structurally interconnected relationships between their individual elements, which are the units of the consideration related conceptual integrity, derived from interpretation of the properties “Set” construct. The paper proposes a definition based on the properties set in the scale set by the structure of N. Bourbaki4 relations systems in the data sets under the structural dimension of social phenomena to understand the interpretation of the investigated properties of social phenomena in terms of a construct that lies at the basis of the theoretical model that reflects the diversity of these qualities with the help of conceptual schemes that determine the quality of each as a structure of relations systems (ie, property in these qualities. In conclusion, the article lists presented in a number of publications, some preliminary results of the application of the methodology of conceptualizing instrumental in related disciplines from sociology. These works can perform suggestive role in the knowledge and understanding of methods of problem fields and objectives of the work on the conceptualization of theoretical sociology, using the mathematical theory of forms. 

Midwife-physician collaboration: a conceptual framework for interprofessional collaborative practice.

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Smith, Denise Colter

2015-01-01

Since the passage of the Affordable Care Act, collaborative practice has been cited as one method of increasing access to care, decreasing costs, and improving efficiency. How and under what conditions might these goals be achieved? Midwives and physicians have built effective collaborative practice models over a period of 30 years. Empirical study of interprofessional collaboration between midwives and physicians could be useful in guiding professional education, regulation, and health policy in women's health and maternity care. Construction of a conceptual framework for interprofessional collaboration between midwives and physicians was guided by a review of the literature. A theory derivation strategy was used to define dimensions, concepts, and statements of the framework. Midwife-physician interprofessional collaboration can be defined by 4 dimensions (organizational, procedural, relational, and contextual) and 12 concepts (trust, shared power, synergy, commitment, and respect, among others). The constructed framework provides the foundation for further empirical study of the interprofessional collaborative process. The experiences of midwife-physician collaborations provide solid support for a conceptual framework of the collaborative process. A conceptual framework provides a point from which further research can increase knowledge and understanding about how successful outcomes are achieved in collaborative health care practices. Construction of a measurement scale and validation of the model are important next steps. © 2014 by the American College of Nurse-Midwives.

Conceptual project of waste treatment plant of CDTN

International Nuclear Information System (INIS)

Gabriel, J.L.; Astolfi, D.

1983-01-01

This paper presents the conceptual project of the waste treatment plant of CDTN. Several areas, such as: process area, material entrance and exit area are studied. The treatment processes are: evaporation, filtration, cementation, cutting and processing of solid wastes. (C.M.)

Technologies for conceptual modelling and intelligent query formulation

CSIR Research Space (South Africa)

Alberts, R

2008-11-01

Full Text Available The aim of the project is to devise and evaluate algorithms, methodologies, techniques and interaction paradigms to build a tool for conceptual modelling and query management of complex data repositories based on a framework with solid formal...

Leveraging Conceptual Frameworks to Improve Students' Mental Organization of Astronomy Understanding

Science.gov (United States)

Slater, Timothy F.; Lee, K. M.

2006-06-01

Many different types of schematic diagrams are useful in helping students organize and internalize their developing understanding in introductory astronomy courses. These include Venn Diagrams, Flowcharts, Concept Maps, among others, which illustrate the relationships between astronomical objects and dynamic concepts. These conceptual framework diagrams have been incorporated into the NSF-funded ClassAction project. ClassAction is a collection of electronic materials designed to enhance the metacognitive skills of college and university introductory astronomy survey students by promoting interactive engagement and providing rapid feedback in a highly visual setting. The main effort is targeted at creating dynamic think-pair-share questions supported by simulations, animations, and visualizations to be projected in the lecture classroom. The infrastructure allows instructors to recast these questions into alternative forms based on their own pedagogical preferences and feedback from the class. The recourses can be easily selected from a FLASH computer database and are accompanied by outlines, graphics, and numerous simulations which the instructor can use to provide student feedback and, when necessary, remediation. ClassAction materials are publicly available online at URL: http://astro.unl.edu and is funded by NSF Grant #0404988.

Young Adults' Financial Socialization Processes as Influences of Conceptualization and Understanding of Financial Well-Being and Choice in Relationship Commitment

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Rea, Jennifer K.

2017-01-01

The two studies presented in this dissertation provide an understanding of young adults' perspective financial socialization processes and how the experiences influence a conceptualization of financial well-being and their choice of romantic relationship status (Study 1: N = 31, Study 2: N = 549). Study 1 has adapted Gudmunson and Danes' (2011)…

Developing and validating a conceptual survey to assess introductory physics students’ understanding of magnetism

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Li, Jing; Singh, Chandralekha

2017-03-01

Development of validated physics surveys on various topics is important for investigating the extent to which students master those concepts after traditional instruction and for assessing innovative curricula and pedagogies that can improve student understanding significantly. Here, we discuss the development and validation of a conceptual multiple-choice survey related to magnetism suitable for introductory physics courses. The survey was developed taking into account common students’ difficulties with magnetism concepts covered in introductory physics courses found in our investigation and the incorrect choices to the multiple-choice questions were designed based upon those common student difficulties. After the development and validation of the survey, it was administered to introductory physics students in various classes in paper-pencil format before and after traditional lecture-based instruction in relevant concepts. We compared the performance of students on the survey in the algebra-based and calculus-based introductory physics courses before and after traditional lecture-based instruction in relevant magnetism concepts. We discuss the common difficulties of introductory physics students with magnetism concepts we found via the survey. We also administered the survey to upper-level undergraduates majoring in physics and PhD students to benchmark the survey and compared their performance with those of traditionally taught introductory physics students for whom the survey is intended. A comparison with the base line data on the validated magnetism survey from traditionally taught introductory physics courses and upper-level undergraduate and PhD students discussed in this paper can help instructors assess the effectiveness of curricula and pedagogies which is especially designed to help students integrate conceptual and quantitative understanding and develop a good grasp of the concepts. In particular, if introductory physics students’ average

Developing and validating a conceptual survey to assess introductory physics students’ understanding of magnetism

International Nuclear Information System (INIS)

Li, Jing; Singh, Chandralekha

2017-01-01

Development of validated physics surveys on various topics is important for investigating the extent to which students master those concepts after traditional instruction and for assessing innovative curricula and pedagogies that can improve student understanding significantly. Here, we discuss the development and validation of a conceptual multiple-choice survey related to magnetism suitable for introductory physics courses. The survey was developed taking into account common students’ difficulties with magnetism concepts covered in introductory physics courses found in our investigation and the incorrect choices to the multiple-choice questions were designed based upon those common student difficulties. After the development and validation of the survey, it was administered to introductory physics students in various classes in paper–pencil format before and after traditional lecture-based instruction in relevant concepts. We compared the performance of students on the survey in the algebra-based and calculus-based introductory physics courses before and after traditional lecture-based instruction in relevant magnetism concepts. We discuss the common difficulties of introductory physics students with magnetism concepts we found via the survey. We also administered the survey to upper-level undergraduates majoring in physics and PhD students to benchmark the survey and compared their performance with those of traditionally taught introductory physics students for whom the survey is intended. A comparison with the base line data on the validated magnetism survey from traditionally taught introductory physics courses and upper-level undergraduate and PhD students discussed in this paper can help instructors assess the effectiveness of curricula and pedagogies which is especially designed to help students integrate conceptual and quantitative understanding and develop a good grasp of the concepts. In particular, if introductory physics students’ average

Gender differences in conceptual understanding of Newtonian mechanics: a UK cross-institution comparison

International Nuclear Information System (INIS)

Bates, Simon; Donnelly, Robyn; MacPhee, Cait; Sands, David; Birch, Marion; Walet, Niels R

2013-01-01

We present the results of a combined study from three UK universities where we investigate the existence and persistence of a performance gender gap in conceptual understanding of Newtonian mechanics. Using the Force Concept Inventory, we find that students at all three universities exhibit a statistically significant gender gap, with males outperforming females. This gap is narrowed but not eliminated after instruction, using a variety of instructional approaches. Furthermore, we find that before instruction the quartile with the lowest performance on the diagnostic instrument comprises a disproportionately high fraction (∼50%) of the total female cohort. The majority of these students remain in the lowest-performing quartile post-instruction. Analysis of responses to individual items shows that male students outperform female students on practically all items on the instrument. Comparing the performance of the same group of students on end-of-course examinations, we find no statistically significant gender gaps. (paper)

Understanding the Dynamics of Socio-Hydrological Environment: a Conceptual Framework

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Woyessa, Y.; Welderufael, W.; Edossa, D.

2011-12-01

Human actions affect ecological systems and the services they provide through various activities, such as land use, water use, pollution and climate change. Climate change is perhaps one of the most important sustainable development challenges that threaten to undo many of the development efforts being made to reach the targets set for the Millennium Development Goals. Understanding the change of ecosystems under different scenarios of climate and biophysical conditions could assist in bringing the issue of ecosystem services into decision making process. Similarly, the impacts of land use change on ecosystems and biodiversity have received considerable attention from ecologists and hydrologists alike. Land use change in a catchment can impact on water supply by altering hydrological processes, such as infiltration, groundwater recharge, base flow and direct runoff. In the past a variety of models were used for predicting land-use changes. Recently the focus has shifted away from using mathematically oriented models to agent-based modelling (ABM) approach to simulate land use scenarios. A conceptual framework is being developed which integrates climate change scenarios and the human dimension of land use decision into a hydrological model in order to assess its impacts on the socio-hydrological dynamics of a river basin. The following figures present the framework for the analysis and modelling of the socio-hydrological dynamics. Keywords: climate change, land use, river basin

Why should I care? Engaging students in conceptual understanding using global context to develop social attitudes.

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Forder, S. E.; Welstead, C.; Pritchard, M.

2014-12-01

A glance through the Harvard Business Review reveals many suggestions and research pieces reviewing sales and marketing techniques. Most educators will be familiar with the notion that making accurate first impressions and being responsive, whilst maintaining pace is critical to engaging an audience. There are lessons to be learnt from industry that can significantly impact upon our teaching. Eisenkraft, in his address to the NSTA, proposed four essential questions. This presentation explores one of those questions: 'Why should I care?', and discusses why this question is crucial for engaging students by giving a clear purpose for developing their scientific understanding. Additionally, this presentation explores how The ISF Academy has adapted the NGSS, using the 14 Grand Engineering Challenges and the IB MYP, to provide current, authentic global contexts, in order to give credibility to the concepts, understandings and skills being learnt. The provision of global contexts across units and within lessons supports a platform for students to have the freedom to explore their own sense of social responsibility. The Science Department believes that planning lessons with tasks that elaborate on the student's new conceptualisations, has helped to transfer the student's new understanding into social behavior beyond the classroom. Furthermore, extension tasks have been used to transfer conceptual understanding between different global contexts.

Conceptual Challenges of the Systemic Approach in Understanding Cell Differentiation.

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Paldi, Andras

2018-01-01

The cells of a multicellular organism are derived from a single zygote and genetically identical. Yet, they are phenotypically very different. This difference is the result of a process commonly called cell differentiation. How the phenotypic diversity emerges during ontogenesis or regeneration is a central and intensely studied but still unresolved issue in biology. Cell biology is facing conceptual challenges that are frequently confused with methodological difficulties. How to define a cell type? What stability or change means in the context of cell differentiation and how to deal with the ubiquitous molecular variations seen in the living cells? What are the driving forces of the change? We propose to reframe the problem of cell differentiation in a systemic way by incorporating different theoretical approaches. The new conceptual framework is able to capture the insights made at different levels of cellular organization and considered previously as contradictory. It also provides a formal strategy for further experimental studies.

A review and framework for understanding the potential impact of poor solid waste management on health in developing countries.

Science.gov (United States)

Ziraba, Abdhalah K; Haregu, Tilahun Nigatu; Mberu, Blessing

2016-01-01

The increase in solid waste generated per capita in Africa has not been accompanied by a commensurate growth in the capacity and funding to manage it. It is reported that less than 30% of urban waste in developing countries is collected and disposed appropriately. The implications of poorly managed waste on health are numerous and depend on the nature of the waste, individuals exposed, duration of exposure and availability of interventions for those exposed. To present a framework for understanding the linkages between poor solid waste management, exposure and associated adverse health outcomes. The framework will aid understanding of the relationships, interlinkages and identification of the potential points for intervention. Development of the framework was informed by a review of literature on solid waste management policies, practices and its impact on health in developing countries. A configurative synthesis of literature was applied to develop the framework. Several iterations of the framework were reviewed by experts in the field. Each linkage and outcomes are described in detail as outputs of this study. The resulting framework identifies groups of people at a heightened risk of exposure and the potential health consequences. Using the iceberg metaphor, the framework illustrates the pathways and potential burden of ill-health related to solid waste that is hidden but rapidly unfolding with our inaction. The existing evidence on the linkage between poor solid waste management and adverse health outcomes calls to action by all stakeholders in understanding, prioritizing, and addressing the issue of solid waste in our midst to ensure that our environment and health are preserved. A resulting framework developed in this study presents a clearer picture of the linkages between poor solid waste management and could guide research, policy and action.

The Contribution of Constructivist Instruction Accompanied by Concept Mapping in Enhancing Pre-Service Chemistry Teachers' Conceptual Understanding of Chemistry in the Laboratory Course

Science.gov (United States)

Aydin, Sevgi; Aydemir, Nurdane; Boz, Yezdan; Cetin-Dindar, Ayla; Bektas, Oktay

2009-01-01

The present study aimed to evaluate whether a chemistry laboratory course called "Laboratory Experiments in Science Education" based on constructivist instruction accompanied with concept mapping enhanced pre-service chemistry teachers' conceptual understanding. Data were collected from five pre-service chemistry teachers at a university…

Uncovering Dynamic Capabilities for Service Innovation: Conceptualization and Measurement

NARCIS (Netherlands)

Janssen, M.; Alexiev, A.S.; Castaldi, C.; Den Hertog, P.

2013-01-01

The dynamic capabilities view (DCV) is in need of a solid empirical grounding. Existing attempts to identify the organizational behaviour (or microfoundations) on which dynamic capabilities rely are largely biased towards manufacturing. Thereby, these conceptualizations overlook some of the aspects

The Effect of the Conceptual Change Oriented Instruction through Cooperative Learning on 4th Grade Students' Understanding of Earth and Sky Concepts

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Celikten, Oksan; Ipekcioglu, Sevgi; Ertepinar, Hamide; Geban, Omer

2012-01-01

The purpose of this study was to compare the effectiveness of the conceptual change oriented instruction through cooperative learning (CCICL) and traditional science instruction (TI) on 4th grade students' understanding of earth and sky concepts and their attitudes toward earth and sky concepts. In this study, 56 fourth grade students from the…

Conceptual process synthesis for recovery of natural products from plants

DEFF Research Database (Denmark)

Malwade, Chandrakant R.; Qu, Haiyan; Rong, Ben-Guang

2013-01-01

) and purification of target compound(s) from the crude extract. Process analytical technology (PAT) is used in each step to understand the nature of material systems and separation characteristics of each separation method. In the present work, this methodology is applied to generate process flow sheet for recovery......A systematic method of conceptual process synthesis for recovery of natural products from their biological sources is presented. This methodology divides the task into two major subtasks namely, isolation of target compound from a chemically complex solid matrix of biological source (crude extract...... in individual unit operations of maceration, flash column chromatography, and crystallization are 90.0%, 87.1, and 47.6%, respectively. Results showed that the crystallization step is dominant to the overall yield of the process which was 37.3%....

Conceptualization and Appropriation

DEFF Research Database (Denmark)

Bossen, Claus; Dalsgård, Peter

2005-01-01

parasitic system. First, we argue that the failure of the management's system is caused by the concept of knowledge upon which the system was built. Hence, design of computer systems is as much a question of critical conceptual understanding of its application domain as a question of doing ethnography...

Conceptualizing Learning in the Climate Justice Movement

Science.gov (United States)

Kluttz, Jenalee; Walter, Pierre

2018-01-01

This article extends Scandrett et al.'s conceptual framework for social movement learning to understand learning and knowledge creation in the climate justice movement. Drawing on radical pluralist theoretical approaches to social movement learning, learning in the climate justice movement is conceptualized at the micro, meso, and macro levels,…

The effects of academic literacy instruction on engagement and conceptual understanding of biology of ninth-grade students

Science.gov (United States)

Larson, Susan C.

Academic language, discourse, vocabulary, motivation, and comprehension of complex texts and concepts are keys to learning subject-area content. The need for a disciplinary literacy approach in high school classrooms accelerates as students become increasing disengaged in school and as content complexity increases. In the present quasi-experimental mixed-method study, a ninth-grade biology unit was designed with an emphasis on promoting academic literacy skills, discourse, meaningful constructivist learning, interest development, and positive learning experiences in order to learn science content. Quantitative and qualitative analyses on a variety of measures completed by 222 students in two high schools revealed that those who received academic literacy instruction in science class performed at significantly higher levels of conceptual understanding of biology content, academic language and vocabulary use, reasoned thought, engagement, and quality of learning experience than control-group students receiving traditionally-organized instruction. Academic literacy was embedded into biology instruction to engage students in meaning-making discourses of science to promote learning. Academic literacy activities were organized according the phases of interest development to trigger and sustain interest and goal-oriented engagement throughout the unit. Specific methods included the Generative Vocabulary Matrix (GVM), scenario-based writing, and involvement in a variety of strategically-placed discourse activities to sustain or "boost" engagement for learning. Traditional instruction for the control group included teacher lecture, whole-group discussion, a conceptual organizer, and textbook reading. Theoretical foundations include flow theory, sociocultural learning theory, and interest theory. Qualitative data were obtained from field notes and participants' journals. Quantitative survey data were collected and analyzed using the Experience Sampling Method (ESM) to

Linear Algebra Revisited: An Attempt to Understand Students' Conceptual Difficulties

Science.gov (United States)

Britton, Sandra; Henderson, Jenny

2009-01-01

This article looks at some of the conceptual difficulties that students have in a linear algebra course. An overview of previous research in this area is given, and the various theories that have been espoused regarding the reasons that students find linear algebra so difficult are discussed. Student responses to two questions testing the ability…

How online learning modules can improve the representational fluency and conceptual understanding of university physics students

Science.gov (United States)

Hill, M.; Sharma, M. D.; Johnston, H.

2015-07-01

The use of online learning resources as core components of university science courses is increasing. Learning resources range from summaries, videos, and simulations, to question banks. Our study set out to develop, implement, and evaluate research-based online learning resources in the form of pre-lecture online learning modules (OLMs). The aim of this paper is to share our experiences with those using, or considering implementing, online learning resources. Our first task was to identify student learning issues in physics to base the learning resources on. One issue with substantial research is conceptual understanding, the other with comparatively less research is scientific representations (graphs, words, equations, and diagrams). We developed learning resources on both these issues and measured their impact. We created weekly OLMs which were delivered to first year physics students at The University of Sydney prior to their first lecture of the week. Students were randomly allocated to either a concepts stream or a representations stream of online modules. The programme was first implemented in 2013 to trial module content, gain experience and process logistical matters and repeated in 2014 with approximately 400 students. Two validated surveys, the Force and Motion Concept Evaluation (FMCE) and the Representational Fluency Survey (RFS) were used as pre-tests and post-tests to measure learning gains while surveys and interviews provided further insights. While both streams of OLMs produced similar positive learning gains on the FMCE, the representations-focussed OLMs produced higher gains on the RFS. Conclusions were triangulated with student responses which indicated that they have recognized the benefit of the OLMs for their learning of physics. Our study shows that carefully designed online resources used as pre-instruction can make a difference in students’ conceptual understanding and representational fluency in physics, as well as make them more aware

Probing Students' Understanding of Some Conceptual Themes in General Relativity

Science.gov (United States)

Bandyopadhyay, Atanu; Kumar, Arvind

2010-01-01

This work is an attempt to see how physics undergraduates view the basic ideas of general relativity when they are exposed to the topic in a standard introductory course. Since the subject is conceptually and technically difficult, we adopted a "case studies" approach, focusing in depth on about six students who had just finished a one semester…

Conceptual models of information processing

Science.gov (United States)

Stewart, L. J.

1983-01-01

The conceptual information processing issues are examined. Human information processing is defined as an active cognitive process that is analogous to a system. It is the flow and transformation of information within a human. The human is viewed as an active information seeker who is constantly receiving, processing, and acting upon the surrounding environmental stimuli. Human information processing models are conceptual representations of cognitive behaviors. Models of information processing are useful in representing the different theoretical positions and in attempting to define the limits and capabilities of human memory. It is concluded that an understanding of conceptual human information processing models and their applications to systems design leads to a better human factors approach.

Embodied Understanding

Directory of Open Access Journals (Sweden)

Mark Leonard Johnson

2015-06-01

Full Text Available Western culture has inherited a view of understanding as an intellectual cognitive operation of grasping of concepts and their relations. However, cognitive science research has shown that this received intellectualist conception is substantially out of touch with how humans actually make and experience meaning. The view emerging from the mind sciences recognizes that understanding is profoundly embodied, insofar as our conceptualization and reasoning recruit sensory, motor, and affective patterns and processes to structure our understanding of, and engagement with, our world. A psychologically realistic account of understanding must begin with the patterns of ongoing interaction between an organism and its physical and cultural environments and must include both our emotional responses to changes in our body and environment, and also the actions by which we continuously transform our experience. Consequently, embodied understanding is not merely a conceptual/propositional activity of thought, but rather constitutes our most basic way of being in, and engaging with, our surroundings in a deep visceral manner.

On Being in the Wrong Place: The Role of Children's Conceptual Understanding and Ballgame Experience When Judging a Football Player's Offside Position

Science.gov (United States)

Lange-Küttner, Christiane; Bosco, Giorgia

2016-01-01

We investigated the role of children's conceptual understanding and ballgame experience when judging whether a football player is in an offside position, or not. In the offside position, a player takes advantage of being behind the defence line of the opposing team and just waits for the ball to arrive in order to score a goal. We explained the…

A Conceptualization of Knowledge Governance in Project-based Organizations

DEFF Research Database (Denmark)

Pemsel, Sofia; Wiewiorac, Anna; Müller, Ralf

2014-01-01

This paper conceptualizes and defines knowledge governance (KG) in project-based organizations (PBOs). Two key contributions towards a multi-faceted view of KG and an understanding of KG in PBOs are advanced, as distinguished from knowledge management and organizational learning concepts. The con......This paper conceptualizes and defines knowledge governance (KG) in project-based organizations (PBOs). Two key contributions towards a multi-faceted view of KG and an understanding of KG in PBOs are advanced, as distinguished from knowledge management and organizational learning concepts....... The conceptual framework addresses macro- and micro-level elements of KG and their interaction. Our definition of KG in PBOs highlights the contingent nature of KG processes in relation to their organizational context. These contributions provide a novel platform for understanding KG in PBOs....

The Role of Cognitive, Metacognitive, and Motivational Variables in Conceptual Change: Preservice Early Childhood Teachers' Conceptual Understanding of the Cause of Lunar Phases

Science.gov (United States)

Sackes, Mesut

2010-01-01

This study seeks to explore and describe the role of cognitive, metacognitive, and motivational variables in conceptual change. More specifically, the purposes of the study were (1) to investigate the predictive ability of a learning model that was developed based on the intentional conceptual change perspective in predicting change in conceptual…

The Comparative Effectiveness of Physical, Virtual, and Virtual-Physical Manipulatives on Third-Grade Students' Science Achievement and Conceptual Understanding of Evaporation and Condensation

Science.gov (United States)

Wang, Tzu-Ling; Tseng, Yi-Kuan

2018-01-01

The purpose of this study was to investigate the relative effectiveness of experimenting with physical manipulatives alone, virtual manipulatives alone, and virtual preceding physical manipulatives (combination environment) on third-grade students' science achievement and conceptual understanding in the domain of state changes of water, focusing…

Music-therapy analyzed through conceptual mapping

Science.gov (United States)

Martinez, Rodolfo; de la Fuente, Rebeca

2002-11-01

Conceptual maps have been employed lately as a learning tool, as a modern study technique, and as a new way to understand intelligence, which allows for the development of a strong theoretical reference, in order to prove the research hypothesis. This paper presents a music-therapy analysis based on this tool to produce a conceptual mapping network, which ranges from magic through the rigor of the hard sciences.

Cold neutron source conceptual designing for Tehran Research Reactor

International Nuclear Information System (INIS)

Khajvand, N.; Mirvakili, S.M.; Faghihi, F.

2016-01-01

Highlights: • Cold neutron source conceptual designing for Tehran research reactor is carried out. • Type and geometry of moderator and dimensions of cold neutron source are analyzed. • Liquid hydrogen with more ortho-concentration can be better option as moderator. - Abstract: A cold neutron source (CNS) conceptual designing for the Tehran Research Reactor (TRR) were carried out using MCNPX code. In this study, a horizontal beam tube of the core which has appropriate the highest thermal flux is selected and parametric analysis to choose the type and geometry of the moderator, and the required CNS dimensions for maximizing the cold neutron production was performed. In this design the moderator cell has a spherical annulus structure, and the cold neutron flux and its brightness are calculated together with the nuclear heat load of the CNS for a variety of materials including liquid hydrogen, liquid deuterium, and solid methane. Based on our study, liquid hydrogen with more ortho-concentration than para and solid methane are the best options.

Understanding Global Change: A New Conceptual Framework To Guide Teaching About Planetary Systems And Both The Causes And Effects Of Changes In Those Systems

Science.gov (United States)

Levine, J.; Bean, J. R.

2016-12-01

Goals of the Next Generation Science Standards include understanding climate change and learning about ways to moderate the causes and mitigate the consequences of planetary-scale anthropogenic activities that interact synergistically to affect ecosystems and societies. The sheer number and scale of both causes and effects of global change can be daunting for teachers, and the lack of a clear conceptual framework for presenting this material usually leads educators (and textbooks) to present these phenomenon as a disjointed "laundry list." But an alternative approach is in the works. The Understanding Global Change web resource, currently under development at the UC Berkeley Museum of Paleontology, will provide educators with a conceptual framework, graphic models, lessons, and assessment templates for teaching NGSS-aligned, interdisciplinary, global change curricula. The core of this resource is an original informational graphic that presents and relates Earth's global systems, human and non-human factors that produce changes in those systems, and the effects of those changes that scientists can measure.

Conceptual and Biofunctional Embodiment: A Long Story on the Transience of the Enduring Mind.

Science.gov (United States)

Iran-Nejad, Asghar; Irannejad, Auriana B

2016-01-01

We examine how embodiment in biological activity is different from conceptual embodiment as reflected in classic, modern, and postmodern perspectives on tacit knowledge. The central theme of the essay is how understanding is embodied conceptually and biofunctionally. We focus (a) on how biofunctional understanding (BU) is different from conceptual understanding (CU) and (b) on how the overall differences between these two types of embodied understanding are complementary. We show here from a conceptual perspective that embodiment theories have diverged on the meaning of embodiment; but convergence may be more likely across future perspectives if we first redefine the construct of tacit knowledge as tacit understanding and then define (explicit) CU as being directly grounded in tacit understanding, for the purpose of comparison with BU defined as being grounded in biological activity. We illustrate the complementary differences between conceptual and biofunctional embodiment of understanding first in the absence of language and then using a particular statement format and the implicit analogy of biofunctional embodiment in other bodily systems. We conclude with a suggestion about the directly uncovered but highly related embodiment of language in a section on future research.

A conceptual guide to statistics using SPSS

CERN Document Server

Berkman, Elliot T

2011-01-01

Bridging an understanding of Statistics and SPSS. This unique text helps students develop a conceptual understanding of a variety of statistical tests by linking the ideas learned in a statistics class from a traditional statistics textbook with the computational steps and output from SPSS. Each chapter begins with a student-friendly explanation of the concept behind each statistical test and how the test relates to that concept. The authors then walk through the steps to compute the test in SPSS and the output, clearly linking how the SPSS procedure and output connect back to the conceptual u

Wargaming Effectiveness: Its Conceptualization and Assessment

National Research Council Canada - National Science Library

Cianciolo, Anna T; Sanders, William R; Black, Barbara A

2006-01-01

.... Cognitive task analysis was used to develop a conceptual framework for understanding the knowledge, skills, and other attributes that comprise the individual and team-related determinants, processes...

Use of theoretical and conceptual frameworks in qualitative research.

Science.gov (United States)

Green, Helen Elise

2014-07-01

To debate the definition and use of theoretical and conceptual frameworks in qualitative research. There is a paucity of literature to help the novice researcher to understand what theoretical and conceptual frameworks are and how they should be used. This paper acknowledges the interchangeable usage of these terms and researchers' confusion about the differences between the two. It discusses how researchers have used theoretical and conceptual frameworks and the notion of conceptual models. Detail is given about how one researcher incorporated a conceptual framework throughout a research project, the purpose for doing so and how this led to a resultant conceptual model. Concepts from Abbott (1988) and Witz ( 1992 ) were used to provide a framework for research involving two case study sites. The framework was used to determine research questions and give direction to interviews and discussions to focus the research. Some research methods do not overtly use a theoretical framework or conceptual framework in their design, but this is implicit and underpins the method design, for example in grounded theory. Other qualitative methods use one or the other to frame the design of a research project or to explain the outcomes. An example is given of how a conceptual framework was used throughout a research project. Theoretical and conceptual frameworks are terms that are regularly used in research but rarely explained. Textbooks should discuss what they are and how they can be used, so novice researchers understand how they can help with research design. Theoretical and conceptual frameworks need to be more clearly understood by researchers and correct terminology used to ensure clarity for novice researchers.

Understanding Understanding Mathematics. Artificial Intelligence Memo No. 488.

Science.gov (United States)

Michener, Edwina Rissland

This document is concerned with the important extra-logical knowledge that is often outside of traditional discussions in mathematics, and looks at some of the ingredients and processes involved in the understanding of mathematics. The goal is to develop a conceptual framework in which to talk about mathematical knowledge and to understand the…

Understanding Magnitudes to Understand Fractions

Science.gov (United States)

Gabriel, Florence

2016-01-01

Fractions are known to be difficult to learn and difficult to teach, yet they are vital for students to have access to further mathematical concepts. This article uses evidence to support teachers employing teaching methods that focus on the conceptual understanding of the magnitude of fractions.

Touristic destination ambassadors, case analysis and conceptualization. How to better understand and use brand ambassadors in cognitive, affective and experiential approaches

OpenAIRE

de Diesbach, Pablo Brice

2012-01-01

The purpose – We propose to capitalize on recent research on tourism marketing, destination choice, but also and mainly on conceptual reflexions and research on emotional and symbolical brand relationship . We try to understand how destinations could communicate, using destination ambassadors; in order to better attract travellers. Methodology – this is a theoretical article presenting key concepts and their relevance to tourism marketing. We present the key concepts and analyse cases or real...

Understanding and overcoming negative impacts of tourism in city destinations: conceptual model and strategic framework

Directory of Open Access Journals (Sweden)

Albert Postma

2017-09-01

Full Text Available Purpose – The purpose of this paper is to clarify the mechanisms of conflict between residents and tourists and to propose a conceptual model to assess the impact of such conflicts on city tourism and to suggest a framework to develop strategies to deal with such conflicts and mitigate negative impacts. Design/methodology/approach – Based on desk research a conceptual model was developed which describes the drivers of conflicts between residents and visitors. Building blocks of the model are visitors and their attributes, residents and their attributes, conflict mechanisms and critical encounters between residents and visitors, and indicators of the quality and quantity of tourist facilities. Subsequently the model was used to analyse the situation in Hamburg. For this analysis concentration values were calculated based on supply data of hotels and AirBnB, app-data, and expert consultations. Findings – The study shows that in Hamburg there are two key mechanisms that stimulate conflicts: (1 the number of tourists in relation to the number of residents and its distribution in time and space; (2 the behaviour of visitors measured in the norms that they pose onto themselves and others (indecent behaviour of tourists. Research limitations/implications – The model that was developed is a conceptual model, not a model with which hypotheses can be tested statistically. Refinement of the model needs further study. Practical implications – Based on the outcomes of the study concrete strategies were proposed with which Hamburg could manage and control the balance of tourism. Originality/value – City tourism has been growing in the last decades, in some cases dramatically. As a consequence, conflicts between tourists, tourism suppliers and inhabitants can occur. The rise of the so-called sharing economy has recently added an additional facet to the discussion. The ability to assess and deal with such conflicts is of importance for the way city

Engineering report (conceptual design) PFP solution stabilization

Energy Technology Data Exchange (ETDEWEB)

Witt, J.B.

1997-07-17

This Engineering Report (Conceptual Design) addresses remediation of the plutonium-bearing solutions currently in inventory at the Plutonium Finishing Plant (PFP). The recommendation from the Environmental Impact Statement (EIS) is that the solutions be treated thermally and stabilized as a solid for long term storage. For solutions which are not discardable, the baseline plan is to utilize a denitration process to stabilize the solutions prior to packaging for storage.

Engineering report (conceptual design) PFP solution stabilization

International Nuclear Information System (INIS)

Witt, J.B.

1997-01-01

This Engineering Report (Conceptual Design) addresses remediation of the plutonium-bearing solutions currently in inventory at the Plutonium Finishing Plant (PFP). The recommendation from the Environmental Impact Statement (EIS) is that the solutions be treated thermally and stabilized as a solid for long term storage. For solutions which are not discardable, the baseline plan is to utilize a denitration process to stabilize the solutions prior to packaging for storage

Conceptual design of solid breeder blanket system cooled by supercritical water

International Nuclear Information System (INIS)

Enoeda, Mikio; Akiba, Masato; Ohara, Yoshihiro

2001-12-01

This report is a summary of the design works, which was discussed in the design workshop held in 2000 for the demonstration (DEMO) blanket aimed to strengthen the commercial competitiveness and technical feasibility simultaneously. The discussion of the Fusion Council in 1999 updated the assessment of the mission of DEMO blanket. Updated mission of the DEMO blanket is to be the prototype of the commercially competitive power plant. The DEMO blanket must supply the feasibility and experience of the total design of the power plant and the materials. From such standing point, the conceptual design study was performed to determine the updated strategy and goal of the R and D of the DEMO blanket which applies the supercritical water cooling proposed in A-SSTR, taking into account the recent progress of the plasma research and reactor engineering technology. The DEMO blanket applies the solid breeder materials and supercritical water cooling. The product tritium is purged out by helium gas stream in the breeder region. In the breeder region, the pebble bed concept was applied to withstand instable cracking of the breeder and multiplier materials in high neutron irradiation and high temperature operation. Inlet temperature of the coolant is planned to be 280degC and final outlet temperature is 510degC to obtain high energy conversion efficiency up to 43%. Reduced activation ferritic steel, F82H and ODS ferritic steel were selected as the structural material. Lithium ceramics, Li 2 TiO 3 or Li 2 O were selected as the breeder materials. Beryllium or its inter-metallic compound Be12Ti was selected as the neutron multiplier materials. Basic module structure was selected as the box type structure which enables the remote handling replacement of the module from in-vessel access. Dimension of the box is limited to 2 m x 2 m, or smaller, due to the dimension of the replacement port. In the supercritical water cooling, the high coolant temperature is the merit for the energy

National Identity: Conceptual models, discourses and political change

DEFF Research Database (Denmark)

Harder, Peter

2014-01-01

of conceptual models or discourses. This is especially important in cases that involve conflictive political issues such as national and ethnic identity. The article reports on a historical project with a linguistic dimension in my department (PI Stuart Ward, cf. Ward 2004), which aims to throw light......Cognitive Linguistics has demonstrated the applicability of a conceptual approach to the understanding of political issues, cf. Lakoff (2008) and many others. From a different perspective, critical discourse analysis has approached political concepts with a focus on issues involving potentially...... divisive features such as race, class, gender and ethnic identity. Although discourses are not identical to conceptual models, conceptual models are typically manifested in discourse, and discourses are typically reflections of conceptualizations, a theme explored e.g. in Hart and Lukes (2007). As argued...

Individual differences in children's understanding of inversion and arithmetical skill.

Science.gov (United States)

Gilmore, Camilla K; Bryant, Peter

2006-06-01

Background and aims. In order to develop arithmetic expertise, children must understand arithmetic principles, such as the inverse relationship between addition and subtraction, in addition to learning calculation skills. We report two experiments that investigate children's understanding of the principle of inversion and the relationship between their conceptual understanding and arithmetical skills. A group of 127 children from primary schools took part in the study. The children were from 2 age groups (6-7 and 8-9 years). Children's accuracy on inverse and control problems in a variety of presentation formats and in canonical and non-canonical forms was measured. Tests of general arithmetic ability were also administered. Children consistently performed better on inverse than control problems, which indicates that they could make use of the inverse principle. Presentation format affected performance: picture presentation allowed children to apply their conceptual understanding flexibly regardless of the problem type, while word problems restricted their ability to use their conceptual knowledge. Cluster analyses revealed three subgroups with different profiles of conceptual understanding and arithmetical skill. Children in the 'high ability' and 'low ability' groups showed conceptual understanding that was in-line with their arithmetical skill, whilst a 3rd group of children had more advanced conceptual understanding than arithmetical skill. The three subgroups may represent different points along a single developmental path or distinct developmental paths. The discovery of the existence of the three groups has important consequences for education. It demonstrates the importance of considering the pattern of individual children's conceptual understanding and problem-solving skills.

Knowledge is power: how conceptual knowledge transforms visual cognition.

Science.gov (United States)

Collins, Jessica A; Olson, Ingrid R

2014-08-01

In this review, we synthesize the existing literature demonstrating the dynamic interplay between conceptual knowledge and visual perceptual processing. We consider two theoretical frameworks that demonstrate interactions between processes and brain areas traditionally considered perceptual or conceptual. Specifically, we discuss categorical perception, in which visual objects are represented according to category membership, and highlight studies showing that category knowledge can penetrate early stages of visual analysis. We next discuss the embodied account of conceptual knowledge, which holds that concepts are instantiated in the same neural regions required for specific types of perception and action, and discuss the limitations of this framework. We additionally consider studies showing that gaining abstract semantic knowledge about objects and faces leads to behavioral and electrophysiological changes that are indicative of more efficient stimulus processing. Finally, we consider the role that perceiver goals and motivation may play in shaping the interaction between conceptual and perceptual processing. We hope to demonstrate how pervasive such interactions between motivation, conceptual knowledge, and perceptual processing are in our understanding of the visual environment, and to demonstrate the need for future research aimed at understanding how such interactions arise in the brain.

Conceptual design report, Sodium Storage Facility, Fast Flux Test Facility, Project F-031

International Nuclear Information System (INIS)

Shank, D.R.

1995-01-01

The Sodium Storage Facility Conceptual Design Report provides conceptual design for construction of a new facility for storage of the 260,000 gallons of sodium presently in the FFTF plant. The facility will accept the molten sodium transferred from the FFTF sodium systems, and store the sodium in a solid state under an inert cover gas until such time as a Sodium Reaction Facility is available for final disposal of the sodium

Comparison of two different techniques of cooperative learning approach: Undergraduates' conceptual understanding in the context of hormone biochemistry.

Science.gov (United States)

Mutlu, Ayfer

2018-03-01

The purpose of the research was to compare the effects of two different techniques of the cooperative learning approach, namely Team-Game Tournament and Jigsaw, on undergraduates' conceptual understanding in a Hormone Biochemistry course. Undergraduates were randomly assigned to Group 1 (N = 23) and Group 2 (N = 29). Instructions were accomplished using Team-Game Tournament in Group 1 and Jigsaw in Group 2. Before the instructions, all groups were informed about cooperative learning and techniques, their responsibilities in the learning process and accessing of resources. Instructions were conducted under the guidance of the researcher for nine weeks and the Hormone Concept Test developed by the researcher was used before and after the instructions for data collection. According to the results, while both techniques improved students' understanding, Jigsaw was more effective than Team-Game Tournament. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(2):114-120, 2018. © 2017 The International Union of Biochemistry and Molecular Biology.

Business Model Innovation: An Integrative Conceptual Framework

Directory of Open Access Journals (Sweden)

Bernd Wirtz

2017-01-01

Full Text Available Purpose: The point of departure of this exploratory study is the gap between the increasing importance of business model innovation (BMI in science and management and the limited conceptual assistance available. Therefore, the study identi es and explores scattered BMI insights and deduces them into an integrative framework to enhance our understanding about this phenomenon and to present a helpful guidance for researchers and practitioners. Design/Methodology/Approach: The study identi es BMI insights through a literature-based investigation and consolidates them into an integrative BMI framework that presents the key elements and dimensions of BMI as well as their presumed relationships. Findings: The study enhances our understanding about the key elements and dimensions of BMI, presents further conceptual insights into the BMI phenomenon, supplies implications for science and management, and may serve as a helpful guidance for future research. Practical Implications: The presented framework provides managers with a tool to identify critical BMI issues and can serve as a conceptual BMI guideline. Research limitations: Given the vast amount of academic journals, it is unlikely that every applicable scienti c publication is included in the analysis. The illustrative examples are descriptive in nature, and thus do not provide empirical validity. Several implications for future research are provided. Originality/Value: The study’s main contribution lies in the unifying approach of the dispersed BMI knowledge. Since our understanding of BMI is still limited, this study should provide the necessary insights and conceptual assistance to further develop the concept and guide its practical application.

SOLID STATE ENERGY CONVERSION ALLIANCE (SECA) SOLID OXIDE FUEL CELL PROGRAM

Energy Technology Data Exchange (ETDEWEB)

Nguyen Minh; Jim Powers

2003-10-01

This report summarizes the work performed for April 2003--September 2003 reporting period under Cooperative Agreement DE-FC26-01NT41245 for the U.S. Department of Energy, National Energy Technology Laboratory (DOE/NETL) entitled ''Solid State Energy Conversion Alliance (SECA) Solid oxide Fuel Cell Program''. During this reporting period, the conceptual system design activity was completed. The system design, including strategies for startup, normal operation and shutdown, was defined. Sealant and stack materials for the solid oxide fuel cell (SOFC) stack were identified which are capable of meeting the thermal cycling and degradation requirements. A cell module was tested which achieved a stable performance of 0.238 W/cm{sup 2} at 95% fuel utilization. The external fuel processor design was completed and fabrication begun. Several other advances were made on various aspects of the SOFC system, which are detailed in this report.

PROFESSIONAL SPECIFICITY OF CONCEPTUAL THINKING

Directory of Open Access Journals (Sweden)

S. A. Gilmanov

2017-01-01

understanding the logic of the solution of professional tasks to development of logic of professional activity; from the student's position as a participant of interaction with a teacher to the position of a member of professional activity. The author refers to the need of: continuous stimulation for students’ work during the process of understanding the relationship of concepts with intrinsic properties of objects; role definition of conceptual reflection of reality presented in the chain “aim of task solution – objects – their properties – a task – actions”.Practical significance. The findings of the study, approaches to development of PCT and the author’s recommendations can be used in teaching both psychological-pedagogical disciplines and other disciplines in higher education institutions.

How we understand mathematics conceptual integration in the language of mathematical description

CERN Document Server

Woźny, Jacek

2018-01-01

This volume examines mathematics as a product of the human mind and analyzes the language of "pure mathematics" from various advanced-level sources. Through analysis of the foundational texts of mathematics, it is demonstrated that math is a complex literary creation, containing objects, actors, actions, projection, prediction, planning, explanation, evaluation, roles, image schemas, metonymy, conceptual blending, and, of course, (natural) language. The book follows the narrative of mathematics in a typical order of presentation for a standard university-level algebra course, beginning with analysis of set theory and mappings and continuing along a path of increasing complexity. At each stage, primary concepts, axioms, definitions, and proofs will be examined in an effort to unfold the tell-tale traces of the basic human cognitive patterns of story and conceptual blending. This book will be of interest to mathematicians, teachers of mathematics, cognitive scientists, cognitive linguists, and anyone interested...

Logistics and Transport - a conceptual model

DEFF Research Database (Denmark)

Jespersen, Per Homann; Drewes, Lise

2004-01-01

This paper describes how the freight transport sector is influenced by logistical principles of production and distribution. It introduces new ways of understanding freight transport as an integrated part of the changing trends of mobility. By introducing a conceptual model for understanding...... the interaction between logistics and transport, it points at ways to over-come inherent methodological difficulties when studying this relation...

Design and Validation of the Quantum Mechanics Conceptual Survey

Science.gov (United States)

McKagan, S. B.; Perkins, K. K.; Wieman, C. E.

2010-01-01

The Quantum Mechanics Conceptual Survey (QMCS) is a 12-question survey of students' conceptual understanding of quantum mechanics. It is intended to be used to measure the relative effectiveness of different instructional methods in modern physics courses. In this paper, we describe the design and validation of the survey, a process that included…

Conceptual design of solid breeder blanket system cooled by supercritical water

Energy Technology Data Exchange (ETDEWEB)

Enoeda, Mikio; Akiba, Masato [Japan Atomic Energy Research Inst., Naka, Ibaraki (Japan). Naka Fusion Research Establishment; Ohara, Yoshihiro [Japan Atomic Energy Research Inst., Takasaki, Gunma (Japan). Takasaki Radiation Chemistry Research Establishment] [and others

2001-12-01

This report is a summary of the design works, which was discussed in the design workshop held in 2000 for the demonstration (DEMO) blanket aimed to strengthen the commercial competitiveness and technical feasibility simultaneously. The discussion of the Fusion Council in 1999 updated the assessment of the mission of DEMO blanket. Updated mission of the DEMO blanket is to be the prototype of the commercially competitive power plant. The DEMO blanket must supply the feasibility and experience of the total design of the power plant and the materials. From such standing point, the conceptual design study was performed to determine the updated strategy and goal of the R and D of the DEMO blanket which applies the supercritical water cooling proposed in A-SSTR, taking into account the recent progress of the plasma research and reactor engineering technology. The DEMO blanket applies the solid breeder materials and supercritical water cooling. The product tritium is purged out by helium gas stream in the breeder region. In the breeder region, the pebble bed concept was applied to withstand instable cracking of the breeder and multiplier materials in high neutron irradiation and high temperature operation. Inlet temperature of the coolant is planned to be 280degC and final outlet temperature is 510degC to obtain high energy conversion efficiency up to 43%. Reduced activation ferritic steel, F82H and ODS ferritic steel were selected as the structural material. Lithium ceramics, Li{sub 2}TiO{sub 3} or Li{sub 2}O were selected as the breeder materials. Beryllium or its inter-metallic compound Be12Ti was selected as the neutron multiplier materials. Basic module structure was selected as the box type structure which enables the remote handling replacement of the module from in-vessel access. Dimension of the box is limited to 2 m x 2 m, or smaller, due to the dimension of the replacement port. In the supercritical water cooling, the high coolant temperature is the merit for

A Study of Novice Science Teachers' Conceptualizations of Culturally Relevant Pedagogy

Science.gov (United States)

Redman, Elizabeth Horst

This qualitative study examined new science teachers' conceptualization of culturally relevant pedagogy (CRP). The study followed six novice science teachers from their preservice teaching placements into their first jobs as instructors of record, observing in their classrooms and interviewing them about their use of CRP. The study sought to understand (1) how the participating teachers conceptualize CRP in science, and (2) what challenges the teachers faced in trying to implement CRP. Findings suggest that the teachers conceptualized CRP in ways that were consistent with Enyedy, Danish and Fields' (2011) interpretations of relevance: relevance of authentic purpose, relevance of content and/or context, and relevance of practices. The teachers, however, translated those interpretations of relevance into their conceptualizations and classroom practice in a variety of ways. While they encountered difficulties in conceptualizing and practicing CRP, they also made productive moves in their practice and evidenced positive elements in their conceptualizations of CRP. In order to address the challenges these teachers faced in implementing CRP, I suggest an approach to teacher preparation in CRP that builds upon the understandings and productive moves the teachers evidenced in this study.

Grade 12 Students' Conceptual Understanding and Mental Models of Galvanic Cells before and after Learning by Using Small-Scale Experiments in Conjunction with a Model Kit

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Supasorn, Saksri

2015-01-01

This study aimed to develop the small-scale experiments involving electrochemistry and the galvanic cell model kit featuring the sub-microscopic level. The small-scale experiments in conjunction with the model kit were implemented based on the 5E inquiry learning approach to enhance students' conceptual understanding of electrochemistry. The…

A Multilevel Conceptual Framework to Understand the Role of Food Insecurity on Antiretroviral Therapy Adherence in Low-Resource Settings: From Theory to Practice

Science.gov (United States)

Masa, Rainier; Chowa, Gina

2018-01-01

The objective of this study was to describe a multilevel conceptual framework to understand the role of food insecurity on antiretroviral therapy adherence. The authors illustrated an example of how they used the multilevel framework to develop an intervention for poor people living with HIV in a rural and low-resource community. The framework incorporates intra-personal, interpersonal, and structural-level theories of understanding and changing health behaviors. The framework recognizes the role of personal, social, and environmental factors on cognition and behavior, with particular attention to ways in which treatment adherence is enabled or prevented by structural conditions, such as food insecurity. PMID:28368779

The Instrumental Value of Conceptual Frameworks in Educational Technology Research

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Antonenko, Pavlo D.

2015-01-01

Scholars from diverse fields and research traditions agree that the conceptual framework is a critically important component of disciplined inquiry. Yet, there is a pronounced lack of shared understanding regarding the definition and functions of conceptual frameworks, which impedes our ability to design effective research and mentor novice…

Irony comprehension: social conceptual knowledge and emotional response.

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Akimoto, Yoritaka; Sugiura, Motoaki; Yomogida, Yukihito; Miyauchi, Carlos Makoto; Miyazawa, Shiho; Kawashima, Ryuta

2014-04-01

Verbal irony conveys various emotional messages, from criticism to humor, that differ from the meaning of the actual words. To understand irony, we need conceptual knowledge of irony in addition to an understanding of context. We investigated the neural mechanism of irony comprehension, focusing on two overlooked issues: conceptual knowledge and emotional response. We studied 35 healthy subjects who underwent functional MRI. During the scan, the subject examined first-person-view stories describing verbal interactions, some of which included irony directed toward the subject. After MRI, the subject viewed the stories again and rated the degree of irony, humor, and negative emotion evoked by the statements. We identified several key findings about irony comprehension: (1) the right anterior superior temporal gyrus may be responsible for representing social conceptual knowledge of irony, (2) activation in the medial prefrontal cortex and the right anterior inferior temporal gyrus might underlie the understanding of context, (3) modulation of activity in the right amygdala, hippocampus, and parahippocampal gyrus is associated with the degree of irony perceived, and (4) modulation of activity in the right dorsolateral prefrontal cortex varies with the degree of humor perceived. Our results clarified the differential contributions of the neural loci of irony comprehension, enriching our understanding of pragmatic language communication from a social behavior point of view. Copyright © 2013 Wiley Periodicals, Inc.

Understanding recall rates in screening mammography: A conceptual framework review of the literature

International Nuclear Information System (INIS)

Mohd Norsuddin, N.; Reed, W.; Mello-Thoms, C.; Lewis, S.J.

2015-01-01

Recall rates are one of the performance measures used to evaluate the effectiveness of mammography screening programs. There is conflicting evidence regarding the link between recall rates and cancer detection rates and a variety of differing recall rates exist between countries and readers. This variability in recall rates may have important clinical and economic implications such as unnecessary follow-up procedures, additional costs to the health care system and psychological effects for the women themselves associated with false-positive mammograms results. In order to reduce the impact of false positive recall rates in screening mammography, it is essential for all multidisciplinary health care providers, especially those in medical imaging, to fully understand the factors that may contribute and affect recall rates. The multifactorial nature of recall rates is explored in this paper through the construction of a conceptual map based on a review of the current literature. - Highlights: • Recall rates vary across countries and readers and for initial and subsequent screens. • Falsely recalling women has important clinical, cost and psycho-social implications. • Imaging technology, readers' expertise and patient presentation affect recall rates. • Higher recall rates do not translate into improved sensitivity at higher thresholds. • Multidisciplinary approaches to reduce recall rates may improve women experiences.

Investigating the Relationship between Instructors' Use of Active-Learning Strategies and Students' Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments

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Cleveland, Lacy M.; Olimpo, Jeffrey T.; DeChenne-Peters, Sue Ellen

2017-01-01

In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students' conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected…

Advanced on-site conceptual simulator for Forsmark 3

International Nuclear Information System (INIS)

Johansson, G.; Sjoestrand, K.

1984-01-01

On-site conceptual simulators have been extensively used at Swedish nuclear power plants. Despite having access to identical replica simulators, both the Swedish State Power Board and the Swedish private power industry have ordered conceptual simulators during 1982. The motivation has been that a complete training programme requires access to both a replica and a conceptual simulator. The replica simulator is perfect for training in control room behaviour but less appropriate for ensuring deeper process understanding. On the other hand, the conceptual simulator is not well suited for getting the personnel acquainted with the control room but is perfect for extending their knowledge of the plant processes. In order to give a realistic description of these processes, the conceptual simulator model must be fairly advanced. The Forsmark 3 conceptual simulator simulates the entire primary system, including the details of the steam and feedwater systems. Considerable attention has also been devoted to the presentation of calculated variables. For example, all the variables in the data base (approx. 6600) can be presented on colour-graphic CRTs as functions of time. (author)

Move-tecture: A Conceptual Framework for Designing Movement in Architecture

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Yilmaz, Irem

2017-10-01

Along with the technological improvements in our age, it is now possible for the movement to become one of the basic components of the architectural space. Accordingly, architectural construction of movement changes both our architectural production practices and our understanding of architectural space. However, existing design concepts and approaches are insufficient to discuss and understand this change. In this respect, this study aims to form a conceptual framework on the relationship of architecture and movement. In this sense, the conceptualization of move-tecture is developed to research on the architectural construction of movement and the potentials of spatial creation through architecturally constructed movement. Move-tecture, is a conceptualization that treats movement as a basic component of spatial creation. It presents the framework of a qualitative categorization on the design of moving architectural structures. However, this categorization is a flexible one that can evolve in the direction of the expanding possibilities of the architectural design and the changing living conditions. With this understanding, six categories have been defined within the context of the article: Topological Organization, Choreographic Formation, Kinetic Structuring, Corporeal Constitution, Technological Configuration and Interactional Patterning. In line with these categories, a multifaceted perspective on the moving architectural structures is promoted. It is aimed that such an understanding constitutes a new initiative in the design practices carried out in this area and provides a conceptual basis for the discussions to be developed.

A new pressure ulcer conceptual framework

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Coleman, Susanne; Nixon, Jane; Keen, Justin; Wilson, Lyn; McGinnis, Elizabeth; Dealey, Carol; Stubbs, Nikki; Farrin, Amanda; Dowding, Dawn; Schols, Jos MGA; Cuddigan, Janet; Berlowitz, Dan; Jude, Edward; Vowden, Peter; Schoonhoven, Lisette; Bader, Dan L; Gefen, Amit; Oomens, Cees WJ; Nelson, E Andrea

2014-01-01

Aim This paper discusses the critical determinants of pressure ulcer development and proposes a new pressure ulcer conceptual framework. Background Recent work to develop and validate a new evidence-based pressure ulcer risk assessment framework was undertaken. This formed part of a Pressure UlceR Programme Of reSEarch (RP-PG-0407-10056), funded by the National Institute for Health Research. The foundation for the risk assessment component incorporated a systematic review and a consensus study that highlighted the need to propose a new conceptual framework. Design Discussion Paper. Data Sources The new conceptual framework links evidence from biomechanical, physiological and epidemiological evidence, through use of data from a systematic review (search conducted March 2010), a consensus study (conducted December 2010–2011) and an international expert group meeting (conducted December 2011). Implications for Nursing A new pressure ulcer conceptual framework incorporating key physiological and biomechanical components and their impact on internal strains, stresses and damage thresholds is proposed. Direct and key indirect causal factors suggested in a theoretical causal pathway are mapped to the physiological and biomechanical components of the framework. The new proposed conceptual framework provides the basis for understanding the critical determinants of pressure ulcer development and has the potential to influence risk assessment guidance and practice. It could also be used to underpin future research to explore the role of individual risk factors conceptually and operationally. Conclusion By integrating existing knowledge from epidemiological, physiological and biomechanical evidence, a theoretical causal pathway and new conceptual framework are proposed with potential implications for practice and research. PMID:24684197

A new pressure ulcer conceptual framework.

Science.gov (United States)

Coleman, Susanne; Nixon, Jane; Keen, Justin; Wilson, Lyn; McGinnis, Elizabeth; Dealey, Carol; Stubbs, Nikki; Farrin, Amanda; Dowding, Dawn; Schols, Jos M G A; Cuddigan, Janet; Berlowitz, Dan; Jude, Edward; Vowden, Peter; Schoonhoven, Lisette; Bader, Dan L; Gefen, Amit; Oomens, Cees W J; Nelson, E Andrea

2014-10-01

This paper discusses the critical determinants of pressure ulcer development and proposes a new pressure ulcer conceptual framework. Recent work to develop and validate a new evidence-based pressure ulcer risk assessment framework was undertaken. This formed part of a Pressure UlceR Programme Of reSEarch (RP-PG-0407-10056), funded by the National Institute for Health Research. The foundation for the risk assessment component incorporated a systematic review and a consensus study that highlighted the need to propose a new conceptual framework. Discussion Paper. The new conceptual framework links evidence from biomechanical, physiological and epidemiological evidence, through use of data from a systematic review (search conducted March 2010), a consensus study (conducted December 2010-2011) and an international expert group meeting (conducted December 2011). A new pressure ulcer conceptual framework incorporating key physiological and biomechanical components and their impact on internal strains, stresses and damage thresholds is proposed. Direct and key indirect causal factors suggested in a theoretical causal pathway are mapped to the physiological and biomechanical components of the framework. The new proposed conceptual framework provides the basis for understanding the critical determinants of pressure ulcer development and has the potential to influence risk assessment guidance and practice. It could also be used to underpin future research to explore the role of individual risk factors conceptually and operationally. By integrating existing knowledge from epidemiological, physiological and biomechanical evidence, a theoretical causal pathway and new conceptual framework are proposed with potential implications for practice and research. © 2014 The Authors. Journal of Advanced Nursing Published by John Wiley & Sons Ltd.

Mediating Relationship of Differential Products in Understanding Integration in Introductory Physics

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Amos, Nathaniel; Heckler, Andrew F.

2018-01-01

In the context of introductory physics, we study student conceptual understanding of differentials, differential products, and integrals and possible pathways to understanding these quantities. We developed a multiple choice conceptual assessment employing a variety of physical contexts probing physical understanding of these three quantities and…

A conceptual framework for analysing and measuring land-use intensity

DEFF Research Database (Denmark)

Erb, Karl-Heinz; Haberl, Helmut; Jepsen, Martin Rudbeck

2013-01-01

Large knowledge gaps currently exist that limit our ability to understand and characterise dynamics and patterns of land-use intensity: in particular, a comprehensive conceptual framework and a system of measurement are lacking. This situation hampers the development of a sound understanding...... of the mechanisms, determinants, and constraints underlying changes in land-use intensity. On the basis of a review of approaches for studying land-use intensity, we propose a conceptual framework to quantify and analyse land-use intensity. This framework integrates three dimensions: (a) input intensity, (b) output...

Using resource graphs to represent conceptual change

Directory of Open Access Journals (Sweden)

Michael C. Wittmann

2006-08-01

Full Text Available We introduce resource graphs, a representation of linked ideas used when reasoning about specific contexts in physics. Our model is consistent with previous descriptions of coordination classes and resources. It represents mesoscopic scales that are neither knowledge-in-pieces nor large-scale concepts. We use resource graphs to describe several forms of conceptual change: incremental, cascade, wholesale, and dual construction. For each, we give evidence from the physics education research literature to show examples of each form of conceptual change. Where possible, we compare our representation to models used by other researchers. Building on our representation, we analyze another form of conceptual change, differentiation, and suggest several experimental studies that would help understand the differences between reform-based curricula.

Heterogeneous performances of conceptual dis/continuity: a dialectic reading of Brown and Kloser's article

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Hwang, Sungwon; Kim, Mijung

2009-12-01

We review Brown and Kloser's article, "Conceptual continuity and the science of baseball: using informal science literacy to promote students science learning" from a Vygotskian cultural-historical and dialectic perspective. Brown and Kloser interpret interview data with student baseball players and claim that students' conceptual understanding articulated in vernacular genres involves continuities (similarities) with the canonical scientific explanations. In this commentary, we suggest that the authors' approach presupposes the dichotomy of the formal and the informal, which brings the authors' attention to continuity into the separation of cognition from language. We propose a Vygotskian approach that points out the problem of theorizing cognition (conceptual understanding) by depending on specific forms of representation (e.g., scientific terms). As alternative, we envision a Vygotskian cultural-historical approach to language, which considers different, irreducible modes of communication as an integrated whole and therefore allows theorizing cognition without dichotomizing it from the concrete ways by which human being communicates. We provide an exemplary analysis of a lecture talk in a university physics classroom and exemplify dialectic theories that explain the development of conceptual understanding. We discuss that this Vygotskian dialectic approach shows that people communicate scientific concepts through hybridization, which does not reproduce a genre self-identically; the continuity of conceptual understanding involves dis/continuity.

Toward a better understanding of the future of the solo medical practitioner in health care industry: a conceptual review.

Science.gov (United States)

Erdem, S A; Lacombe, B

1998-01-01

Even a brief conceptual review of the current developments in the health care industry indicates that the future of independent medical practitioners is rather challenging. It may be necessary for these parties to pursue proactive and aggressive marketing strategies to be able to compete with the managed care organizations. Accordingly, this paper outlines some of the current trends in health care marketing as they relate to the ongoing changes to which solo medical practitioners need to respond. It is hoped that the review of the issues raised in this paper can provide an initial basis for a better understanding of some of the challenges to come up with more comprehensive and effective strategy decisions.

Surgical wound dehiscence: a conceptual framework for patient assessment.

Science.gov (United States)

Sandy-Hodgetts, Kylie; Carville, Keryln; Leslie, Gavin D

2018-03-02

This paper presents a conceptual framework which outlines the risk factors associated with surgical wound dehiscence (SWD) as identified in the literature. The purpose for the development of the conceptual framework was to derive an evidence-based, informed understanding of factors associated with SWD, in order to inform a programme of research on the aetiology and potential risk factors of SWD. Incorporated within the patient-centric conceptual framework are patient related comorbidities, intraoperative and postoperative risk factors related to SWD. These are categorised as either 'mechanical' or 'physiological mechanisms' posited to influence these relationships. The use of the conceptual model for assessment of patients has particular clinical relevance for identification of risk and the management of patients in the pre-, intra- and postoperative period.

Conceptual Knowledge of Decimal Arithmetic

Science.gov (United States)

Lortie-Forgues, Hugues; Siegler, Robert S.

2017-01-01

In 2 studies (Ns = 55 and 54), the authors examined a basic form of conceptual understanding of rational number arithmetic, the direction of effect of decimal arithmetic operations, at a level of detail useful for informing instruction. Middle school students were presented tasks examining knowledge of the direction of effects (e.g., "True or…

Conceptual Understanding and Representation Quality through Multi-representation Learning on Newton Law Content

Directory of Open Access Journals (Sweden)

Suci Furwati

2017-08-01

Full Text Available Abstract: Students who have good conceptual acquisition will be able to represent the concept by using multi representation. This study aims to determine the improvement of students' understanding of the concept of Newton's Law material, and the quality of representation used in solving problems on Newton's Law material. The results showed that the concept acquisition of students increased from the average of 35.32 to 78.97 with an effect size of 2.66 (strong and N-gain of 0.68 (medium. The quality of each type of student representation also increased from level 1 and level 2 up to level 3. Key Words: concept aquisition, represetation quality, multi representation learning, Newton’s Law Abstrak: Siswa yang memiliki penguasaan konsep yang baik akan mampu merepresentasikan konsep dengan menggunakan multi representasi. Penelitian ini bertujuan untuk mengetahui peningkatan pemahaman konsep siswa SMP pada materi Hukum Newton, dan kualitas representasi yang digunakan dalam menyelesaikan masalah pada materi Hukum Newton. Hasil penelitian menunjukkan bahwa penguasaan konsep siswa meningkat dari rata-rata 35,32 menjadi 78,97 dengan effect size sebesar 2,66 (kuat dan N-gain sebesar 0,68 (sedang. Kualitas tiap jenis representasi siswa juga mengalami peningkatan dari level 1 dan level 2 naik menjadi level 3. Kata kunci: hukum Newton, kualitas representasi, pemahaman konsep, pembelajaran multi representasi

Investigating High School Students' Understanding of Chemical Equilibrium Concepts

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Karpudewan, Mageswary; Treagust, David F.; Mocerino, Mauro; Won, Mihye; Chandrasegaran, A. L.

2015-01-01

This study investigated the year 12 students' (N = 56) understanding of chemical equilibrium concepts after instruction using two conceptual tests, the "Chemical Equilibrium Conceptual Test 1" ("CECT-1") consisting of nine two-tier multiple-choice items and the "Chemical Equilibrium Conceptual Test 2"…

A conceptual framework for homeostasis: development and validation

Science.gov (United States)

Wenderoth, Mary Pat; Michael, Joel; Cliff, William; Wright, Ann; Modell, Harold

2016-01-01

We have developed and validated a conceptual framework for understanding and teaching organismal homeostasis at the undergraduate level. The resulting homeostasis conceptual framework details critical components and constituent ideas underlying the concept of homeostasis. It has been validated by a broad range of physiology faculty members from community colleges, primarily undergraduate institutions, research universities, and medical schools. In online surveys, faculty members confirmed the relevance of each item in the framework for undergraduate physiology and rated the importance and difficulty of each. The homeostasis conceptual framework was constructed as a guide for teaching and learning of this critical core concept in physiology, and it also paves the way for the development of a concept inventory for homeostasis. PMID:27105740

Technology Focus: Enhancing Conceptual Knowledge of Linear Programming with a Flash Tool

Science.gov (United States)

Garofalo, Joe; Cory, Beth

2007-01-01

Mathematical knowledge can be categorized in different ways. One commonly used way is to distinguish between procedural mathematical knowledge and conceptual mathematical knowledge. Procedural knowledge of mathematics refers to formal language, symbols, algorithms, and rules. Conceptual knowledge is essential for meaningful understanding of…

How Materials Support Conceptual Blending in Ideation

DEFF Research Database (Denmark)

Biskjaer, Michael Mose; Fischel, Aron Daniel; Dove, Graham

2018-01-01

as an explanatory model to pry open the complexity of this activity, showing how research on design materials improves insight into how a design concept emerges. We show this empirically in a second-by- second analysis of a card-based design ideation episode using a multi-touch surface table. We offer process......-analytical evidence for the case that manipulation of design materials helps stabilize an emerging concept, as conceptual blending research has shown by analyzing artifacts, and extend this work by showing the dynamic interplay between the emerging conceptual blend and participants’ collaborative interaction...... with the materials. Our study advances understanding of interaction with materials in design ideation and aims to facilitate future research on how materials support conceptual blending as a useful model of how design concepts emerge....

Development and Use of a Conceptual Survey in Introductory Quantum Physics

Science.gov (United States)

Wuttiprom, Sura; Sharma, Manjula Devi; Johnston, Ian D.; Chitaree, Ratchapak; Soankwan, Chernchok

2009-01-01

Conceptual surveys have become increasingly popular at many levels to probe various aspects of science education research such as measuring student understanding of basic concepts and assessing the effectiveness of pedagogical material. The aim of this study was to construct a valid and reliable multiple-choice conceptual survey to investigate…

Solid - solid and solid - liquid phase transitions of iron and iron alloys under laser shock compression

Science.gov (United States)

Harmand, M.; Krygier, A.; Appel, K.; Galtier, E.; Hartley, N.; Konopkova, Z.; Lee, H. J.; McBride, E. E.; Miyanishi, K.; Nagler, B.; Nemausat, R.; Vinci, T.; Zhu, D.; Ozaki, N.; Fiquet, G.

2017-12-01

An accurate knowledge of the properties of iron and iron alloys at high pressures and temperatures is crucial for understanding and modelling planetary interiors. While Earth-size and Super-Earth Exoplanets are being discovered in increasingly large numbers, access to detailed information on liquid properties, melting curves and even solid phases of iron and iron at the pressures and temperatures of their interiors is still strongly limited. In this context, XFEL sources coupled with high-energy lasers afford unique opportunities to measure microscopic structural properties at far extreme conditions. Also the achievable time resolution allows the shock history and phase transition mechanisms to be followed during laser compression, improving our understanding of the high pressure and high strain experiments. Here we present recent studies devoted to investigate the solid-solid and solid-liquid transition in laser-shocked iron and iron alloys (Fe-Si, Fe-C and Fe-O alloys) using X-ray diffraction and X-ray diffuse scattering. Experiment were performed at the MEC end-station of the LCLS facility at SLAC (USA). Detection of the diffuse scattering allowed the identification of the first liquid peak position along the Hugoniot, up to 4 Mbar. The time resolution shows ultrafast (between several tens and several hundreds of picoseconds) solid-solid and solid-liquid phase transitions. Future developments at XFEL facilities will enable detailed studies of the solid and liquid structures of iron and iron alloys as well as out-of-Hugoniot studies.

Conceptual Change in Elementary School Teacher Candidate Knowledge of Rock-Cycle Processes.

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Stofflett, Rene Therese

1994-01-01

Investigates the knowledge of elementary school teacher candidates on rock-cycle processes. Three different instructional interventions were used to improve their knowledge: (1) conceptual-change teaching; (2) traditional didactic teaching; and (3) microteaching. The conceptual-change group showed the most growth in understanding, supporting…

Novices’ Struggles with Conceptual and Theoretical Framing in Writing Dissertations and Papers for Publication

Directory of Open Access Journals (Sweden)

Christine Pearson Casanave

2015-04-01

Full Text Available In this conceptual paper, we address the problem that novice scholars in social sciences sometimes have in constructing conceptual or theoretical frameworks for their dissertations and papers for publication. In the first part of the paper, we discuss why the topic is important in the high pressure environment that novice scholars face, in which finishing a doctoral degree and getting published can make a difference in career success or failure, and explain our understanding of theoretical/conceptual framing, including provisionally defining some key terms. We then elucidate ten problems that novice scholars have with theoretical/conceptual framing, using our own experiences as manuscript reviewers and writers as examples. The paper concludes with ways that novice scholars can address the task of framing their scholarly work conceptually and theoretically, on the understanding that the struggles continue over the lifetime of a scholarly career.

Conceptual ecological models to guide integrated landscape monitoring of the Great Basin

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Miller, D.M.; Finn, S.P.; Woodward, Andrea; Torregrosa, Alicia; Miller, M.E.; Bedford, D.R.; Brasher, A.M.

2010-01-01

The Great Basin Integrated Landscape Monitoring Pilot Project was developed in response to the need for a monitoring and predictive capability that addresses changes in broad landscapes and waterscapes. Human communities and needs are nested within landscapes formed by interactions among the hydrosphere, geosphere, and biosphere. Understanding the complex processes that shape landscapes and deriving ways to manage them sustainably while meeting human needs require sophisticated modeling and monitoring. This document summarizes current understanding of ecosystem structure and function for many of the ecosystems within the Great Basin using conceptual models. The conceptual ecosystem models identify key ecological components and processes, identify external drivers, develop a hierarchical set of models that address both site and landscape attributes, inform regional monitoring strategy, and identify critical gaps in our knowledge of ecosystem function. The report also illustrates an approach for temporal and spatial scaling from site-specific models to landscape models and for understanding cumulative effects. Eventually, conceptual models can provide a structure for designing monitoring programs, interpreting monitoring and other data, and assessing the accuracy of our understanding of ecosystem functions and processes.

Understanding Nuisance Flooding Conceptualizations and Concerns of Stakeholders in the Northern U.S. Gulf Coast

Science.gov (United States)

DeLorme, D.; Collini, R.; Stephens, S. H.

2017-12-01

As sea level rises, nuisance flooding along coasts is increasing. There is a need to understand how the public views flooding events in order to tailor communications to different audiences appropriately and help improve community resilience. This interdisciplinary presentation is intended to foster greater awareness about present-day nuisance flooding, ongoing conversation about best practices for accurately and effectively communicating about this "cumulative hazard" and its risks, and consideration about possible preparation and mitigation options for community resilience. The presentation will begin by defining and explaining nuisance flooding according to scientific experts and the scholarly literature. Next, we will share several specific examples of how nuisance flooding is increasingly impacting certain areas in the Northern U.S. Gulf Coast to demonstrate the importance of raising attention to and better understanding of this phenomenon across a range of audiences. We will particularly focus on the complex interrelated social, economic, and ecological issues associated with this hazard. Then, we will compare and contrast conceptualizations of nuisance flooding (characteristics, causes, consequences) and associated concerns from the viewpoints and experiences of various stakeholders in the Northern U.S. Gulf Coast (e.g., natural resource managers, community planners, extension specialists). These data are synthesized from multiple research methods and engagement mechanisms (e.g., focus groups, workshop mapping exercises) implemented during the first year of a multi-year NOAA-sponsored interdisciplinary project on Dynamic Sea Level Rise Assessments of the Ability of Natural and Nature-based Features to Mitigate Surge and Nuisance Flooding. To conclude, we will provide future research recommendations along with references and resources about nuisance flooding.

Improving conceptual understanding by inductive teaching: an example of its success

DEFF Research Database (Denmark)

Nauta, Maarten

We are teaching a PhD/MSc course on quantitative microbiological risk assessment with up to 20 students with a varying (international) background and two teachers. We have experienced a challenge in explaining one of the key concepts in the theory. It requires that the students adopt a way...... choose to try the use of an inductive instead of a deductive approach, based on Kolb’s learning cycle (experience, reflection, conceptualization, practice). The performance of the students after application of the inductive approach was compared with the performance with the old approach....

Reciprocity in therapeutic relationships: A conceptual review.

Science.gov (United States)

Sandhu, Sima; Arcidiacono, Eleonora; Aguglia, Eugenio; Priebe, Stefan

2015-12-01

Reciprocity has generally been understood as a process of giving and taking, within an exchange of emotions or services, and has long been recognized as a central part of human life. However, an understanding of reciprocity in professional helping relationships has seldom received attention, despite movements in mental health care towards more collaborative approaches between service users and professionals. In this review, a systematic search of the published papers was conducted in order to explore how reciprocity is conceptualized and understood as part of the dyadic therapeutic relationship between professionals and service users. Eleven papers met our inclusion criteria and a narrative synthesis was used to synthesize the key concepts of reciprocity. The concepts of: 'dynamic equilibrium', 'shared affect', 'asymmetric alliance', and 'recognition as a fellow human being' were recurrent in understandings of reciprocity in professional contexts. These conceptualizations of reciprocity were also linked to specific behavioural and psychological processes. The findings suggest that reciprocity may be conceptualized and incorporated as a component of mental health care, with recurrent and observable processes which may be harnessed to promote positive outcomes for service users. To this end, we make recommendations for further research to progress and develop reciprocal processes in mental health care. © 2015 Australian College of Mental Health Nurses Inc.

Addressing secondary school students' everyday ideas about freshwater springs in order to develop an instructional tool to promote conceptual reconstruction

Science.gov (United States)

Reinfried, S.; Tempelmann, S.; Aeschbacher, U.

2012-05-01

"Water knowledge" has now become a socio-political and future-orientated necessity. Everyday ideas or preconceptions of hydrology can have a deleterious effect one people's understanding of the scientific facts and their interrelations that are of relevance to sustainable water management. This explorative pilot study shows that preconceived notions about the origin of freshwater springs are common at the lower secondary school level. The purpose of this study was two-fold: (1) to investigate the nature of everyday ideas about freshwater springs among 81 13-yr-old Swiss students, and (2) to develop an efficient instructional tool that promotes conceptual reconstruction in the learners' minds. To assess students' everyday ideas we conducted interviews, examined student work, and asked students to fill in a questionnaire. The results indicate that half of the students have some basic hydrological knowledge. However, several preconceived notions that can significantly impede the understanding of hydrological concepts have been found. A common preconception concerns the idea that solid rocks cannot be permeable and that large underground cavities constitute a necessary precondition for the formation of springs. While these ideas may well be true for karst springs they inhibit the understanding of the concept of other spring types due to their plausibility and intelligibility. We therefore chose the concept of the hillslope spring to construct an instructional tool that takes into account the findings of the psychology of learning aimed at promoting deep learning, thus facilitating a lasting conceptual reconstruction of the concept of springs.

Solid-waste leach characteristics and contaminant-sediment interactions

International Nuclear Information System (INIS)

Serne, R.J.; LeGore, V.L.; Cantrell, K.J.; Lindenmeier, C.W.; Campbell, J.A.; Amonette, J.E.; Conca, J.L.; Wood, M.I.

1993-10-01

The objectives of this report and subsequent volumes include describing progress on (1) development of conceptual-release models for Hanford Site defense solid-waste forms; (2) optimization of experimental methods to quantify the release from contaminants from solid wastes and their subsequent interactions with unsaturated sediments; and (3) creation of empirical data for use as provisional source term and retardation factors that become input parameters for performance assessment analyses for future Hanford disposal units and baseline risk assessments for inactive and existing disposal units

Promoting Climate Literacy and Conceptual Understanding among In-service Secondary Science Teachers requires an Epistemological Perspective

Science.gov (United States)

Bhattacharya, D.; Forbes, C.; Roehrig, G.; Chandler, M. A.

2017-12-01

Promoting climate literacy among in-service science teachers necessitates an understanding of fundamental concepts about the Earth's climate System (USGCRP, 2009). Very few teachers report having any formal instruction in climate science (Plutzer et al., 2016), therefore, rather simple conceptions of climate systems and their variability exist, which has implications for students' science learning (Francies et al., 1993; Libarkin, 2005; Rebich, 2005). This study uses the inferences from a NASA Innovations in Climate Education (NICE) teacher professional development program (CYCLES) to establish the necessity for developing an epistemological perspective among teachers. In CYCLES, 19 middle and high school (male=8, female=11) teachers were assessed for their understanding of global climate change (GCC). A qualitative analysis of their concept maps and an alignment of their conceptions with the Essential Principles of Climate Literacy (NOAA, 2009) demonstrated that participants emphasized on EPCL 1, 3, 6, 7 focusing on the Earth system, atmospheric, social and ecological impacts of GCC. However, EPCL 4 (variability in climate) and 5 (data-based observations and modeling) were least represented and emphasized upon. Thus, participants' descriptions about global climatic patterns were often factual rather than incorporating causation (why the temperatures are increasing) and/or correlation (describing what other factors might influence global temperatures). Therefore, engaging with epistemic dimensions of climate science to understand the processes, tools, and norms through which climate scientists study the Earth's climate system (Huxter et al., 2013) is critical for developing an in-depth conceptual understanding of climate. CLiMES (Climate Modeling and Epistemology of Science), a NSF initiative proposes to use EzGCM (EzGlobal Climate Model) to engage students and teachers in designing and running simulations, performing data processing activities, and analyzing

An updated conceptual model of Delta Smelt biology: Our evolving understanding of an estuarine fish

Science.gov (United States)

Baxter, Randy; Brown, Larry R.; Castillo, Gonzalo; Conrad, Louise; Culberson, Steven D.; Dekar, Matthew P.; Dekar, Melissa; Feyrer, Frederick; Hunt, Thaddeus; Jones, Kristopher; Kirsch, Joseph; Mueller-Solger, Anke; Nobriga, Matthew; Slater, Steven B.; Sommer, Ted; Souza, Kelly; Erickson, Gregg; Fong, Stephanie; Gehrts, Karen; Grimaldo, Lenny; Herbold, Bruce

2015-01-01

The main purpose of this report is to provide an up-to-date assessment and conceptual model of factors affecting Delta Smelt (Hypomesus transpacificus) throughout its primarily annual life cycle and to demonstrate how this conceptual model can be used for scientific and management purposes. The Delta Smelt is a small estuarine fish that only occurs in the San Francisco Estuary. Once abundant, it is now rare and has been protected under the federal and California Endangered Species Acts since 1993. The Delta Smelt listing was related to a step decline in the early 1980s; however, population abundance decreased even further with the onset of the “pelagic organism decline” (POD) around 2002. A substantial, albeit short-lived, increase in abundance of all life stages in 2011 showed that the Delta Smelt population can still rebound when conditions are favorable for spawning, growth, and survival. In this report, we update previous conceptual models for Delta Smelt to reflect new data and information since the release of the last synthesis report about the POD by the Interagency Ecological Program for the San Francisco Estuary (IEP) in 2010. Specific objectives include:

A conceptual framework for homeostasis: development and validation.

Science.gov (United States)

McFarland, Jenny; Wenderoth, Mary Pat; Michael, Joel; Cliff, William; Wright, Ann; Modell, Harold

2016-06-01

We have developed and validated a conceptual framework for understanding and teaching organismal homeostasis at the undergraduate level. The resulting homeostasis conceptual framework details critical components and constituent ideas underlying the concept of homeostasis. It has been validated by a broad range of physiology faculty members from community colleges, primarily undergraduate institutions, research universities, and medical schools. In online surveys, faculty members confirmed the relevance of each item in the framework for undergraduate physiology and rated the importance and difficulty of each. The homeostasis conceptual framework was constructed as a guide for teaching and learning of this critical core concept in physiology, and it also paves the way for the development of a concept inventory for homeostasis. Copyright © 2016 The American Physiological Society.

Spreadsheet Modeling of Electron Distributions in Solids

Science.gov (United States)

Glassy, Wingfield V.

2006-01-01

A series of spreadsheet modeling exercises constructed as part of a new upper-level elective course on solid state materials and surface chemistry is described. The spreadsheet exercises are developed to provide students with the opportunity to interact with the conceptual framework where the role of the density of states and the Fermi-Dirac…

A solid tungsten divertor for ASDEX Upgrade

International Nuclear Information System (INIS)

Herrmann, A; Greuner, H; Jaksic, N; Böswirth, B; Maier, H; Neu, R; Vorbrugg, S

2011-01-01

The conceptual design of a solid tungsten divertor for ASDEX Upgrade (AUG) is presented. The Div-III design is compatible with the existing divertor structure. It re-establishes the energy and heat receiving capability of a graphite divertor and overcomes the limitations of tungsten coatings. In addition, a solid tungsten divertor allows us to investigate erosion and bulk deuterium retention as well as test castellation and target tilting. The design criteria as well as calculations of forces due to halo and eddy currents are presented. The thermal properties of the proposed sandwich structure are calculated with finite element method models. After extensive testing of a target tile in the high heat flux test facility GLADIS, two solid tungsten tiles were installed in AUG for in-situ testing.

The Subject of Conceptual Mapping: Theological Anthropology across Brain, Body, and World

Directory of Open Access Journals (Sweden)

Kidd Erin

2018-02-01

Full Text Available Research in conceptual metaphor and conceptual blending-referred to collectively as “conceptual mapping”-identifies human thought as a process of making connections across fields of meaning. Underlying the theory of conceptual mapping is a particular understanding of the mind as embodied. Over the past few decades, researchers in the cognitive sciences have been “putting brain, body, and world back together again.” The result is a picture of the human being as one who develops in transaction with her environment, and whose highest forms of intelligence and meaning-making are rooted in the body’s movement in the world. Conceptual mapping therefore not only gives us insight into how we think, but also into who we are. This calls for a revolution in theological anthropology. Our spirituality must be understood in light of the fact that we are embodied beings, embedded in our environment, whose identities are both material and discursive. Finally, using the example of white supremacy, I show how this revolution in understanding the human person can be useful for ethical reflection, and in thinking about sin and redemption.

Tolerance of uncertainty: Conceptual analysis, integrative model, and implications for healthcare.

Science.gov (United States)

Hillen, Marij A; Gutheil, Caitlin M; Strout, Tania D; Smets, Ellen M A; Han, Paul K J

2017-05-01

Uncertainty tolerance (UT) is an important, well-studied phenomenon in health care and many other important domains of life, yet its conceptualization and measurement by researchers in various disciplines have varied substantially and its essential nature remains unclear. The objectives of this study were to: 1) analyze the meaning and logical coherence of UT as conceptualized by developers of UT measures, and 2) develop an integrative conceptual model to guide future empirical research regarding the nature, causes, and effects of UT. A narrative review and conceptual analysis of 18 existing measures of Uncertainty and Ambiguity Tolerance was conducted, focusing on how measure developers in various fields have defined both the "uncertainty" and "tolerance" components of UT-both explicitly through their writings and implicitly through the items constituting their measures. Both explicit and implicit conceptual definitions of uncertainty and tolerance vary substantially and are often poorly and inconsistently specified. A logically coherent, unified understanding or theoretical model of UT is lacking. To address these gaps, we propose a new integrative definition and multidimensional conceptual model that construes UT as the set of negative and positive psychological responses-cognitive, emotional, and behavioral-provoked by the conscious awareness of ignorance about particular aspects of the world. This model synthesizes insights from various disciplines and provides an organizing framework for future research. We discuss how this model can facilitate further empirical and theoretical research to better measure and understand the nature, determinants, and outcomes of UT in health care and other domains of life. Uncertainty tolerance is an important and complex phenomenon requiring more precise and consistent definition. An integrative definition and conceptual model, intended as a tentative and flexible point of departure for future research, adds needed breadth

Middle school teachers' familiarity with, interest in, performance on, and conceptual and pedagogical knowledge of light

Science.gov (United States)

Mbewe, Simeon

The purpose of this study was threefold: Examine middle school teachers' familiarity with, interest in, conceptual knowledge of and performance on light; Examine their ability to identify misconceptions on light and their suggested pedagogical ideas to address the identified misconceptions; and Establish the relationship between the middle school teachers' interest, familiarity, conceptual understanding, performance, misconception identification, and pedagogical ideas for light. Sixty six (66) middle school science teachers enrolled in three math and science teacher professional development projects at Southern Illinois University Carbondale participated in this study. This study used mixed-methods approach to collect and analyze data. The participants responded in writing to four different instruments: Familiarity and Interest Questionnaire, Conceptual Knowledge Test, Two-tier Performance Test, and Misconceptions Identification Questionnaire. Data was analyzed quantitatively by conducting non-parametric (Wilcoxon, Mann-Whitney U, and Kruskal-Wallis) and parametric (paired samples, independent samples, and One-Way ANOVA) tests. Qualitative data was analyzed using thematic analysis and open coding to identify emerging themes and categories. The results showed that the teachers reported high levels of familiarity with and interest in learning more about light concepts. However, they had low conceptual knowledge and performance on light concepts. As such, middle school teachers' perceived knowledge of light concepts was not consistent with their actual knowledge of light. To some extent, the teachers identified students' misconceptions expressed in some scenarios on light and also suggested pedagogical ideas for addressing such misconceptions in middle school science classrooms. However, most teachers did not provide details on their pedagogical ideas for light. Correlations among the four constructs (familiarity, interest, conceptual understanding, and performance

The Impact of Peer Instruction on College Students' Beliefs about Physics and Conceptual Understanding of Electricity and Magnetism

Science.gov (United States)

Gok, Tolga

2012-01-01

The purpose of this study is to assess students' conceptual learning of electricity and magnetism and examine how these conceptions, beliefs about physics, and quantitative problem-solving skills would change after peer instruction (PI). The Conceptual Survey of Electricity and Magnetism (CSEM), Colorado Learning Attitudes about Science Survey…

Acoustics of solids

CERN Document Server

Beltzer, Abraham I

1988-01-01

Technological developments in composite materials, non-destructive testing, and signal processing as well as biomedical applications, have stimulated wide-ranging engineering investigations of heterogeneous, anisotropic media and surface waves of different types. Wave propagation in solids is now of considerable importance in a variety of applications. The book presents many of the key results in this field and interprets them from a unified engineering viewpoint. The conceptual importance and relevance for applications were the prevailing criteria in selecting the topics. Included are body and surface waves in elastic, viscoelastic, and piezoelectric media and waveguides, with emphasis on the effects of inhomogeneity and anisotropy. The book differs in many aspects from the other monographs dealing with wave propagation in solids. It focuses on physically meaningful theoretical models, a broad spectrum of which is covered, and not on mathematical techniques. Some of the results, particularly those dealing wi...

Children's knowledge of internal anatomy: conceptual orientation and review of research.

Science.gov (United States)

Jones, E G; Badger, T A; Moore, I

1992-08-01

Children's understanding of health and illness is influenced by their knowledge of internal anatomy and physiological functioning. This article provides a comprehensive review of studies of children's knowledge of internal anatomy, one component of internal body image. Consistencies, controversies, and methodological issues that emerge across the studies are discussed. A conceptual framework for the development of children's internal body image is presented. The framework posits relationships between cognitive development, health status, knowledge of internal body image, and understanding of physiological functioning. Future studies are needed to test and refine the conceptual framework and to develop interventions to facilitate children's internal body image.

From understanding to participation

DEFF Research Database (Denmark)

Raudaskoski, Pirkko Liisa

2013-01-01

in which entities (for example, the world, culture, society, organization and identities) emerge through entangled, layered practices in concrete circumstances. Understanding is not treated as a philosophical puzzle or as a purely linguistic phenomenon. Rather, it is conceptualized as an embodied...... a residential home where mutual understanding is an everyday challenge, namely the Danish Acquired Brain Injury Centre North....

Applied mechanics of solids

CERN Document Server

Bower, Allan F

2009-01-01

Modern computer simulations make stress analysis easy. As they continue to replace classical mathematical methods of analysis, these software programs require users to have a solid understanding of the fundamental principles on which they are based. Develop Intuitive Ability to Identify and Avoid Physically Meaningless Predictions Applied Mechanics of Solids is a powerful tool for understanding how to take advantage of these revolutionary computer advances in the field of solid mechanics. Beginning with a description of the physical and mathematical laws that govern deformation in solids, the text presents modern constitutive equations, as well as analytical and computational methods of stress analysis and fracture mechanics. It also addresses the nonlinear theory of deformable rods, membranes, plates, and shells, and solutions to important boundary and initial value problems in solid mechanics. The author uses the step-by-step manner of a blackboard lecture to explain problem solving methods, often providing...

State strategies of governance in biomedical innovation: aligning conceptual approaches for understanding 'Rising Powers' in the global context

Directory of Open Access Journals (Sweden)

Faulkner Alex

2011-02-01

Full Text Available Abstract Background 'Innovation' has become a policy focus in its own right in many states as they compete to position themselves in the emerging knowledge economies. Innovation in biomedicine is a global enterprise in which 'Rising Power' states figure prominently, and which undoubtedly will re-shape health systems and health economies globally. Scientific and technological innovation processes and policies raise difficult issues in the domains of science/technology, civil society, and the economic and healthcare marketplace. The production of knowledge in these fields is complex, uncertain, inter-disciplinary and inter-institutional, and subject to a continuing political struggle for advantage. As part of this struggle, a wide variety of issues - regulation, intellectual property, ethics, scientific boundaries, healthcare market formation - are raised and policy agendas negotiated. Methods A range of social science disciplines and approaches have conceptualised such innovation processes. Against a background of concepts such as the competition state and the developmental state, and national innovation systems, we give an overview of a range of approaches that have potential for advancing understanding of governance of global life science and biomedical innovation, with special reference to the 'Rising Powers', in order to examine convergences and divergences between them. Conceptual approaches that we focus on include those drawn from political science/political economy, sociology of technology; Innovation Studies and Science & Technology Studies. The paper is part of a project supported by the UK ESRC's Rising Powers programme. Results We show convergences and complementarities between the approaches discussed, and argue that the role of the national state itself has become relatively neglected in much of the relevant theorising. Conclusions We conclude that an approach is required that enables innovation and governance to be seen as 'co

State strategies of governance in biomedical innovation: aligning conceptual approaches for understanding 'Rising Powers' in the global context

Science.gov (United States)

2011-01-01

Background 'Innovation' has become a policy focus in its own right in many states as they compete to position themselves in the emerging knowledge economies. Innovation in biomedicine is a global enterprise in which 'Rising Power' states figure prominently, and which undoubtedly will re-shape health systems and health economies globally. Scientific and technological innovation processes and policies raise difficult issues in the domains of science/technology, civil society, and the economic and healthcare marketplace. The production of knowledge in these fields is complex, uncertain, inter-disciplinary and inter-institutional, and subject to a continuing political struggle for advantage. As part of this struggle, a wide variety of issues - regulation, intellectual property, ethics, scientific boundaries, healthcare market formation - are raised and policy agendas negotiated. Methods A range of social science disciplines and approaches have conceptualised such innovation processes. Against a background of concepts such as the competition state and the developmental state, and national innovation systems, we give an overview of a range of approaches that have potential for advancing understanding of governance of global life science and biomedical innovation, with special reference to the 'Rising Powers', in order to examine convergences and divergences between them. Conceptual approaches that we focus on include those drawn from political science/political economy, sociology of technology; Innovation Studies and Science & Technology Studies. The paper is part of a project supported by the UK ESRC's Rising Powers programme. Results We show convergences and complementarities between the approaches discussed, and argue that the role of the national state itself has become relatively neglected in much of the relevant theorising. Conclusions We conclude that an approach is required that enables innovation and governance to be seen as 'co-producing' each other in a multi

Evaluation of Students' Conceptual Understanding of Malaria

Science.gov (United States)

Cheong, Irene Poh-Ai; Treagust, David; Kyeleve, Iorhemen J.; Oh, Peck-Yoke

2010-01-01

In this study, a two-tier diagnostic test for understanding malaria was developed and administered to 314 Bruneian students in Year 12 and in a nursing diploma course. The validity, reliability, difficulty level, discriminant indices, and reading ability of the test were examined and found to be acceptable in terms of measuring students'…

The Importance of Dialogic Processes to Conceptual Development in Mathematics

Science.gov (United States)

Kazak, Sibel; Wegerif, Rupert; Fujita, Taro

2015-01-01

We argue that dialogic theory, inspired by the Russian scholar Mikhail Bakhtin, has a distinct contribution to the analysis of the genesis of understanding in the mathematics classroom. We begin by contrasting dialogic theory to other leading theoretical approaches to understanding conceptual development in mathematics influenced by Jean Piaget…

Elements of a flexible approach for conceptual hydrological modeling : 1. Motivation and theoretical development

NARCIS (Netherlands)

Fenicia, F.; Kavetski, D.; Savenije, H.H.G.

2011-01-01

This paper introduces a flexible framework for conceptual hydrological modeling, with two related objectives: (1) generalize and systematize the currently fragmented field of conceptual models and (2) provide a robust platform for understanding and modeling hydrological systems. In contrast to

Social exclusion of older persons: a scoping review and conceptual framework.

Science.gov (United States)

Walsh, Kieran; Scharf, Thomas; Keating, Norah

2017-03-01

As a concept, social exclusion has considerable potential to explain and respond to disadvantage in later life. However, in the context of ageing populations, the construct remains ambiguous. A disjointed evidence-base, spread across disparate disciplines, compounds the challenge of developing a coherent understanding of exclusion in older age. This article addresses this research deficit by presenting the findings of a two-stage scoping review encompassing seven separate reviews of the international literature pertaining to old-age social exclusion. Stage one involved a review of conceptual frameworks on old-age exclusion, identifying conceptual understandings and key domains of later-life exclusion. Stage two involved scoping reviews on each domain (six in all). Stage one identified six conceptual frameworks on old-age exclusion and six common domains across these frameworks: neighbourhood and community; services, amenities and mobility; social relations; material and financial resources; socio-cultural aspects; and civic participation. International literature concentrated on the first four domains, but indicated a general lack of research knowledge and of theoretical development. Drawing on all seven scoping reviews and a knowledge synthesis, the article presents a new definition and conceptual framework relating to old-age exclusion.

The contribution of solid-state NMR spectroscopy to understanding biomineralization: Atomic and molecular structure of bone

Science.gov (United States)

Duer, Melinda J.

2015-04-01

Solid-state NMR spectroscopy has had a major impact on our understanding of the structure of mineralized tissues, in particular bone. Bone exemplifies the organic-inorganic composite structure inherent in mineralized tissues. The organic component of the extracellular matrix in bone is primarily composed of ordered fibrils of collagen triple-helical molecules, in which the inorganic component, calcium phosphate particles, composed of stacks of mineral platelets, are arranged around the fibrils. This perspective argues that key factors in our current structural model of bone mineral have come about through NMR spectroscopy and have yielded the primary information on how the mineral particles interface and bind with the underlying organic matrix. The structure of collagen within the organic matrix of bone or any other structural tissue has yet to be determined, but here too, this perspective shows there has been real progress made through application of solid-state NMR spectroscopy in conjunction with other techniques. In particular, NMR spectroscopy has highlighted the fact that even within these structural proteins, there is considerable dynamics, which suggests that one should be cautious when using inherently static structural models, such as those arising from X-ray diffraction analyses, to gain insight into molecular roles. It is clear that the NMR approach is still in its infancy in this area, and that we can expect many more developments in the future, particularly in understanding the molecular mechanisms of bone diseases and ageing.

Understanding band gaps of solids in generalized Kohn-Sham theory.

Science.gov (United States)

Perdew, John P; Yang, Weitao; Burke, Kieron; Yang, Zenghui; Gross, Eberhard K U; Scheffler, Matthias; Scuseria, Gustavo E; Henderson, Thomas M; Zhang, Igor Ying; Ruzsinszky, Adrienn; Peng, Haowei; Sun, Jianwei; Trushin, Egor; Görling, Andreas

2017-03-14

The fundamental energy gap of a periodic solid distinguishes insulators from metals and characterizes low-energy single-electron excitations. However, the gap in the band structure of the exact multiplicative Kohn-Sham (KS) potential substantially underestimates the fundamental gap, a major limitation of KS density-functional theory. Here, we give a simple proof of a theorem: In generalized KS theory (GKS), the band gap of an extended system equals the fundamental gap for the approximate functional if the GKS potential operator is continuous and the density change is delocalized when an electron or hole is added. Our theorem explains how GKS band gaps from metageneralized gradient approximations (meta-GGAs) and hybrid functionals can be more realistic than those from GGAs or even from the exact KS potential. The theorem also follows from earlier work. The band edges in the GKS one-electron spectrum are also related to measurable energies. A linear chain of hydrogen molecules, solid aluminum arsenide, and solid argon provide numerical illustrations.

Understanding enabling capacities for managing the 'wicked problem' of nonpoint source water pollution in catchments: a conceptual framework.

Science.gov (United States)

Patterson, James J; Smith, Carl; Bellamy, Jennifer

2013-10-15

Nonpoint source (NPS) water pollution in catchments is a 'wicked' problem that threatens water quality, water security, ecosystem health and biodiversity, and thus the provision of ecosystem services that support human livelihoods and wellbeing from local to global scales. However, it is a difficult problem to manage because water catchments are linked human and natural systems that are complex, dynamic, multi-actor, and multi-scalar in nature. This in turn raises questions about understanding and influencing change across multiple levels of planning, decision-making and action. A key challenge in practice is enabling implementation of local management action, which can be influenced by a range of factors across multiple levels. This paper reviews and synthesises important 'enabling' capacities that can influence implementation of local management action, and develops a conceptual framework for understanding and analysing these in practice. Important enabling capacities identified include: history and contingency; institutional arrangements; collaboration; engagement; vision and strategy; knowledge building and brokerage; resourcing; entrepreneurship and leadership; and reflection and adaptation. Furthermore, local action is embedded within multi-scalar contexts and therefore, is highly contextual. The findings highlight the need for: (1) a systemic and integrative perspective for understanding and influencing change for managing the wicked problem of NPS water pollution; and (2) 'enabling' social and institutional arenas that support emergent and adaptive management structures, processes and innovations for addressing NPS water pollution in practice. These findings also have wider relevance to other 'wicked' natural resource management issues facing similar implementation challenges. Copyright © 2013 Elsevier Ltd. All rights reserved.

Gas-grain simulation experiment module conceptual design and gas-grain simulation facility breadboard development

Science.gov (United States)

Zamel, James M.; Petach, Michael; Gat, Nahum; Kropp, Jack; Luong, Christina; Wolff, Michael

1993-12-01

This report delineates the Option portion of the Phase A Gas-Grain Simulation Facility study. The conceptual design of a Gas-Grain Simulation Experiment Module (GGSEM) for Space Shuttle Middeck is discussed. In addition, a laboratory breadboard was developed during this study to develop a key function for the GGSEM and the GGSF, specifically, a solid particle cloud generating device. The breadboard design and test results are discussed and recommendations for further studies are included. The GGSEM is intended to fly on board a low earth orbit (LEO), manned platform. It will be used to perform a subset of the experiments planned for the GGSF for Space Station Freedom, as it can partially accommodate a number of the science experiments. The outcome of the experiments performed will provide an increased understanding of the operational requirements for the GGSF. The GGSEM will also act as a platform to accomplish technology development and proof-of-principle experiments for GGSF hardware, and to verify concepts and designs of hardware for GGSF. The GGSEM will allow assembled subsystems to be tested to verify facility level operation. The technology development that can be accommodated by the GGSEM includes: GGSF sample generation techniques, GGSF on-line diagnostics techniques, sample collection techniques, performance of various types of sensors for environmental monitoring, and some off-line diagnostics. Advantages and disadvantages of several LEO platforms available for GGSEM applications are identified and discussed. Several of the anticipated GGSF experiments require the de-agglomeration and dispensing of dry solid particles into an experiment chamber. During the GGSF Phase A study, various techniques and devices available for the solid particle aerosol generator were reviewed. As a result of this review, solid particle de-agglomeration and dispensing were identified as key undeveloped technologies in the GGSF design. A laboratory breadboard version of a solid

Conceptual and economic foundations of strategic management of solid waste products

Directory of Open Access Journals (Sweden)

Leyla Borisovna Leonova

2015-11-01

Full Text Available The article reviews existing global concept in the field of waste production and consumption.The purpose of this investigation is the development of a new hierarchy of waste mana-gement and adjustment of the existing waste management strategy, acceptable to Russia. To analyze the current situation of waste production and consumption there was studied foreign experience in waste management and considered the situation of waste in the Russian Federation and Sverdlovsk region. Analytical, statistical and theoretical methods of work were used.The new hierarchy of desirable waste management is based on the following order: selective collection of waste, particularly household, their recycling and thereby minimize them, and then their treatment and further disposal. This new hierarchy will significantly reduce the burden on the environment and land resources.The revised strategy for solid waste management should consist of 6 blocks, ranked in a logical sequence: organizational, legal, science and research, economic, controlling, educational. Each of them includes a list of activities. Term strategy implementation is 5 years, followed by a possible prolongation.To improve the efficiency of work in the field of solid waste management in Russia must be created a new waste recycling industry, which can be provided by necessary infrastructure for the collection, transportation, recycling and disposal of solid waste products. It is also required to monitor environmental pollution waste using geographic information systems and provide educational work among population and the leaders of the industrial and communal enterprises.In the article in addition to the world concept the authors took into account an economic component, which includes analysis of the costs of environmental protection measures and economic damage caused by waste disposal. The paper also provides an industry deformed structure of the Russian economy, which explains the inability to

Investigating the Relationship between Instructors' Use of Active-Learning Strategies and Students' Conceptual Understanding and Affective Changes in Introductory Biology: A Comparison of Two Active-Learning Environments.

Science.gov (United States)

Cleveland, Lacy M; Olimpo, Jeffrey T; DeChenne-Peters, Sue Ellen

2017-01-01

In response to calls for reform in undergraduate biology education, we conducted research examining how varying active-learning strategies impacted students' conceptual understanding, attitudes, and motivation in two sections of a large-lecture introductory cell and molecular biology course. Using a quasi-experimental design, we collected quantitative data to compare participants' conceptual understanding, attitudes, and motivation in the biological sciences across two contexts that employed different active-learning strategies and that were facilitated by unique instructors. Students participated in either graphic organizer/worksheet activities or clicker-based case studies. After controlling for demographic and presemester affective differences, we found that students in both active-learning environments displayed similar and significant learning gains. In terms of attitudinal and motivational data, significant differences were observed for two attitudinal measures. Specifically, those students who had participated in graphic organizer/worksheet activities demonstrated more expert-like attitudes related to their enjoyment of biology and ability to make real-world connections. However, all motivational and most attitudinal data were not significantly different between the students in the two learning environments. These data reinforce the notion that active learning is associated with conceptual change and suggests that more research is needed to examine the differential effects of varying active-learning strategies on students' attitudes and motivation in the domain. © 2017 L. M. Cleveland et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The Conceptual Change Approach to Teaching Chemical Equilibrium

Science.gov (United States)

Canpolat, Nurtac; Pinarbasi, Tacettin; Bayrakceken, Samih; Geban, Omer

2006-01-01

This study investigates the effect of a conceptual change approach over traditional instruction on students' understanding of chemical equilibrium concepts (e.g. dynamic nature of equilibrium, definition of equilibrium constant, heterogeneous equilibrium, qualitative interpreting of equilibrium constant, changing the reaction conditions). This…

Understanding Energy

Science.gov (United States)

Menon, Deepika; Shelby, Blake; Mattingly, Christine

2016-01-01

"Energy" is a term often used in everyday language. Even young children associate energy with the food they eat, feeling tired after playing soccer, or when asked to turn the lights off to save light energy. However, they may not have the scientific conceptual understanding of energy at this age. Teaching energy and matter could be…

Reasoning about coordination in the problem of conceptualization

DEFF Research Database (Denmark)

Hansen, Pelle Guldborg

2010-01-01

Within the last decade or so theories of inductive learning in games have increasingly become the primary approach in the construction of models for explaining how agents may resolve repeated coordination problems as well as the emergence social conventions at the more general level. However......, looking closer at a paradigm case of such models, the Dirichlet model, this paper argues that such models only work for explaining emergence if presupposing pre-tailored and ad hoc conceptualizations of the recurrent decision problem faced by the agents. It then argues that such conceptualization itself...... rest on convention and thus that the models only work by begging the question they were thought to answer. Finally, the paper points to the possibility that a non-circular solution to the problem of conceptualization may be found in an understanding of the way agents reason about coordination, when...

Addressing secondary school students' everyday ideas about freshwater springs in order to develop an instructional tool to promote conceptual reconstruction

Directory of Open Access Journals (Sweden)

S. Reinfried

2012-05-01

Full Text Available "Water knowledge" has now become a socio-political and future-orientated necessity. Everyday ideas or preconceptions of hydrology can have a deleterious effect one people's understanding of the scientific facts and their interrelations that are of relevance to sustainable water management. This explorative pilot study shows that preconceived notions about the origin of freshwater springs are common at the lower secondary school level. The purpose of this study was two-fold: (1 to investigate the nature of everyday ideas about freshwater springs among 81 13-yr-old Swiss students, and (2 to develop an efficient instructional tool that promotes conceptual reconstruction in the learners' minds. To assess students' everyday ideas we conducted interviews, examined student work, and asked students to fill in a questionnaire. The results indicate that half of the students have some basic hydrological knowledge. However, several preconceived notions that can significantly impede the understanding of hydrological concepts have been found. A common preconception concerns the idea that solid rocks cannot be permeable and that large underground cavities constitute a necessary precondition for the formation of springs. While these ideas may well be true for karst springs they inhibit the understanding of the concept of other spring types due to their plausibility and intelligibility. We therefore chose the concept of the hillslope spring to construct an instructional tool that takes into account the findings of the psychology of learning aimed at promoting deep learning, thus facilitating a lasting conceptual reconstruction of the concept of springs.

Framing Entrepreneurial Ecosystem on Campus: Conceptual and System Considerations

DEFF Research Database (Denmark)

Milana, Evita; Andersen, Maj Munch; Murdock, Karen

collective entrepreneurial culture and action at all university dimensions. The paper argues that applying systems thinking to university based entrepreneurship allows achieving a better understanding of universities as entrepreneurial ecosystems. The paper contributes to conceptual developments...

Scholarly and Public Views: Understanding Narratives around Nanotechnology

Science.gov (United States)

Teggatz, Jennifer L.

2012-01-01

How people come to conceptualize and understand science topics has implications for how they learn, communicate about, and relate to science. This dissertation conceptualizes and examines "cultural narratives" as cognitive tools used by individuals and shared through culture. Using nanotechnology as a case study I argue that people may…

Teaching 5th grade science for aesthetic understanding

Science.gov (United States)

Girod, Mark A.

Many scientists speak with great zeal about the role of aesthetics and beauty in their science and inquiry. Few systematic efforts have been made to teach science in ways that appeal directly to aesthetics and this research is designed to do just that. Drawing from the aesthetic theory of Dewey, I describe an analytic lens called learning for aesthetic understanding that finds power in the degree to which our perceptions of the world are transformed, our interests and enthusiasm piqued, and our actions changed as we seek further experiences in the world. This learning theory is contrasted against two other current and popular theories of science learning, that of learning for conceptual understanding via conceptual change theory and learning for a language-oriented or discourse-based understanding. After a lengthy articulation of the pedagogical strategies used to teach for aesthetic understanding the research is described in which comparisons are drawn between students in two 5th grade classrooms---one taught for the goal of conceptual understanding and the other taught for the goal of aesthetic understanding. Results of this comparison show that more students in the treatment classroom had aesthetic experiences with science ideas and came to an aesthetic understanding when studying weather, erosion, and structure of matter than students in the control group. Also statistically significant effects are shown on measures of interest, affect, and efficacy for students in the treatment class. On measures of conceptual understanding it appears that treatment class students learned more and forgot less over time than control class students. The effect of the treatment does not generally depend on gender, ethnicity, or prior achievement except in students' identity beliefs about themselves as science learners. In this case, a significant interaction for treatment class females on science identity beliefs did occur. A discussion of these results as well as elaboration and

Preserved conceptual implicit memory for pictures in patients with Alzheimer's disease.

Science.gov (United States)

Deason, Rebecca G; Hussey, Erin P; Flannery, Sean; Ally, Brandon A

2015-10-01

The current study examined different aspects of conceptual implicit memory in patients with mild Alzheimer's disease (AD). Specifically, we were interested in whether priming of distinctive conceptual features versus general semantic information related to pictures and words would differ for the mild AD patients and healthy older adults. In this study, 14 healthy older adults and 15 patients with mild AD studied both pictures and words followed by an implicit test section, where they were asked about distinctive conceptual or general semantic information related to the items they had previously studied (or novel items). Healthy older adults and patients with mild AD showed both conceptual priming and the picture superiority effect, but the AD patients only showed these effects for the questions focused on the distinctive conceptual information. We found that patients with mild AD showed intact conceptual picture priming in a task that required generating a response (answer) from a cue (question) for cues that focused on distinctive conceptual information. This experiment has helped improve our understanding of both the picture superiority effect and conceptual implicit memory in patients with mild AD in that these findings support the notion that conceptual implicit memory might potentially help to drive familiarity-based recognition in the face of impaired recollection in patients with mild AD. Copyright © 2015. Published by Elsevier Inc.

Extracting conceptual models from user stories with Visual Narrator

NARCIS (Netherlands)

Lucassen, Garm; Robeer, Marcel; Dalpiaz, Fabiano; van der Werf, Jan Martijn E. M.; Brinkkemper, Sjaak

2017-01-01

Extracting conceptual models from natural language requirements can help identify dependencies, redundancies, and conflicts between requirements via a holistic and easy-to-understand view that is generated from lengthy textual specifications. Unfortunately, existing approaches never gained traction

Emphasis on Conceptual Knowledge and Its Impact on Mathematics Anxiety for Community College Students

Science.gov (United States)

Khoule, Alioune

2013-01-01

The study investigated the relationship between conceptual knowledge and mathematics anxiety of remedial mathematics students in an urban community college. The impact that conceptual understanding has on mathematics achievement was also examined. The study sample consisted of 105 remedial mathematics students from four elementary algebra courses.…

A Conceptual Definition of Vocational Rehabilitation Based on the ICF : building a shared global model

NARCIS (Netherlands)

Escorpizo, Reuben; Reneman, Michiel F.; Ekholm, Jan; Fritz, Julie; Krupa, Terry; Marnetoft, Sven-Uno; Maroun, Claude E.; Guzman, Julietta Rodriguez; Suzuki, Yoshiko; Stucki, Gerold; Chan, Chetwyn C. H.

Background The International Classification of Functioning, Disability and Health (ICF) is a conceptual framework and classification system by the World Health Organization (WHO) to understand functioning. The objective of this discussion paper is to offer a conceptual definition for vocational

Conceptualizations of clinical leadership: a review of the literature

Directory of Open Access Journals (Sweden)

Mianda S

2017-10-01

Full Text Available Solange Mianda, Anna S Voce Department of Public Health Medicine, School of Nursing and Public Health, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa Introduction: Poor patient outcomes in South African maternal health settings have been associated with inadequately performing health care providers and poor clinical leadership at the point of care. While skill deficiencies among health care providers have been largely addressed, the provision of clinical leadership has been neglected. In order to develop and implement initiatives to ensure clinical leadership among frontline health care providers, a need was identified to understand the ways in which clinical leadership is conceptualized in the literature.Design: Using the systematic quantitative literature review, papers published between 2004 and 2016 were obtained from search engines (Google Scholar and EBSCOhost. Electronic databases (CINHAL, PubMed, Medline, Academic Search Complete, Health Source: Consumer, Health Source: Nursing/Academic, ScienceDirect and Ovid® and electronic journals (Contemporary Nurse, Journal of Research in Nursing, Australian Journal of Nursing and Midwifery, International Journal of Clinical Leadership were also searched.Results: Using preselected inclusion criteria, 7256 citations were identified. After screening 230 potentially relevant full-text papers for eligibility, 222 papers were excluded because they explored health care leadership or clinical leadership among health care providers other than frontline health care providers. Eight papers met the inclusion criteria for the review. Most studies were conducted in high-income settings. Conceptualizations of clinical leadership share similarities with the conceptualizations of service leadership but differ in focus, with the intent of improving direct patient care. Clinical leadership can be a shared responsibility, performed by every competent frontline health care provider

Misconceptions in Electricity and Conceptual Change Strategy

Directory of Open Access Journals (Sweden)

Yunus Karakuyu

2011-12-01

Full Text Available This research is about the contribution of conceptual change texts in accompanying with the concept mapping instruction to tenth-grade students‟ understanding of electricity concepts, and their retention of this understanding. Electricity concepts test are improved as a result of interview with teachers who observe students problems and literature search about this topic. The test was applied as pre-test, post-test, and delayed post-test total of 66 tenth-grade students in two classes of the same high school in center of Afyonkarahisar, taught by the same teacher. Electricity is the subject of tenth-grade according to the new secondary physics program. The experimental group was 32 students who received conceptual change texts in accompanying with concept mapping instruction in a class. The control group was a class of 34 students who received traditional instruction. In this study besides practice, previous information and the ability of logical thinking formed the other independent variations. Conclusions show that logical thinking, treatment and previous knowledge about concepts of electricity make a major contribution on students‟ understanding of these concepts. Result shows that in terms of keeping in mind, concept change texts in accompanying with concept map teaching better than traditional education

Conceptual strategies and inter-theory relations: The case of nanoscale cracks

Science.gov (United States)

Bursten, Julia R.

2018-05-01

This paper introduces a new account of inter-theory relations in physics, which I call the conceptual strategies account. Using the example of a multiscale computer simulation model of nanoscale crack propagation in silicon, I illustrate this account and contrast it with existing reductive, emergent, and handshaking approaches. The conceptual strategies account develops the notion that relations among physical theories, and among their models, are constrained but not dictated by limitations from physics, mathematics, and computation, and that conceptual reasoning within those limits is required both to generate and to understand the relations between theories. Conceptual strategies result in a variety of types of relations between theories and models. These relations are themselves epistemic objects, like theories and models, and as such are an under-recognized part of the epistemic landscape of science.

Understanding How Domestic Violence Support Services Promote Survivor Well-being: A Conceptual Model.

Science.gov (United States)

Sullivan, Cris M

2018-01-01

Domestic violence (DV) victim service programs have been increasingly expected by legislators and funders to demonstrate that they are making a significant difference in the lives of those using their services. Alongside this expectation, they are being asked to describe the Theory of Change guiding how they believe their practices lead to positive results for survivors and their children. Having a widely accepted conceptual model is not just potentially useful to funders and policy makers as they help shape policy and practice -- it can also help programs continually reflect upon and improve their work. This paper describes the iterative and collaborative process undertaken to generate a conceptual model describing how DV victim services are expected to improve survivors' lives. The Social and Emotional Well-Being Framework guiding the model is an ideal structure to use to describe the goals and practices of DV programs because this framework: (1) accurately represents DV programs' goal of helping survivors and their children thrive; and (2) recognizes the importance of community, social, and societal context in influencing individuals' social and emotional well-being. The model was designed to guide practice and to generate new questions for research and evaluation that address individual, community, and systems factors that promote or hinder survivor safety and well-being.

Piloting a mass gathering conceptual framework at an Adelaide schoolies festival.

Science.gov (United States)

Hutton, Alison; Munt, Rebecca; Zeitz, Kathryn; Cusack, Lynette; Kako, Mayumi; Arbon, Paul

2010-01-01

During the summer months in Australia, school leavers celebrate their end of school life at schoolies festivals around the nation. These events are typically described as a mass gathering as they are an organised event taking place within a defined space, attended by a large number of people. A project was undertaken to analyse the usefulness of Arbon's (2004) conceptual model of mass gatherings in order to develop a process to better understand the Adelaide Schoolies Festival. Arbon's conceptual framework describes the inter-relationship between the psychosocial, environmental and bio-medical domains of a mass gathering. Each domain has set characteristics which help to understand the impact on the mass gathering event. The characteristics within three domains were collected using field work and bio-medical data to examine the relationship between injury and illness rates. Using the conceptual framework to evaluate this schoolies event helped create an understanding of the physiology, environment and behaviour contributing to patient presentations. Results showed that the schoolies crowd was active and energetic, and the main crowd behaviour observed was dancing and socialising with friends. The environmental domain was characterised by a grassy outdoor venue that was bounded and dry. Due to the overall health of the crowd, activities undertaken and the supportive environment, the majority of injuries to schoolies were minor (68%). However, twenty-four percent of schoolies who presented with alcohol related illness were found to have consumed alcohol at risky levels; half of this cohort was transported to hospital. The conceptual framework successfully guided a higher level of examination of the mass gathering event. In particular, the framework facilitated a greater understanding of the inter-relationships of the various characteristics of a mass gathering event, in this case the Adelaide Schoolies Festival.

A conceptual and calculational model for gas formation from impure calcined plutonium oxides

International Nuclear Information System (INIS)

Lyman, John L.; Eller, P. Gary

2000-01-01

Safe transport and storage of pure and impure plutonium oxides requires an understanding of processes that may generate or consume gases in a confined storage vessel. We have formulated conceptual and calculational models for gas formation from calcined materials. The conceptual model for impure calcined plutonium oxides is based on the data collected to date

New Conceptual Frameworks for Writing Center Work

Science.gov (United States)

Grimm, Nancy M.

2009-01-01

This article presents the author's address for the International Writing Centers Association Conference in Las Vegas. The author's argument in this talk stresses the importance of paying attention to the conceptual frames writing tutors use to understand the world, their work, and the impact of their work on the world, and this attentiveness to…

Measuring Conceptual Change on Stoichiometry Using Mental Models and IllStructured Problems In a Flipped Classroom Environment

Directory of Open Access Journals (Sweden)

Norrie E. Gayeta

2017-05-01

Full Text Available This study aimed to measure conceptual change on stoichiometry using mental models and ill-structured problems in flipped classroom environment. This study examined the level of conceptual understanding of students on stoichiometry before and after exposure to flipped and traditional lecture method. It also covered the type of conceptual change, and students’ description in flipped classroom environment. Qualitative and quantitative research methods were used in the study. Respondents were two sections of third year Bachelor of Secondary Education, Biological Science. Frequency, percentage, ranking, mean, standard deviation, Hake factor test, and t-test were the statistical tools applied to answer specific questions. Results showed profound increase towards conceptual change representing a shift from intuitive understanding to correct incomplete understanding level. Thus, change for the better, in theoretical type was determined from pretest to posttest of students exposed to flipped and traditional instruction. Results also indicated that there is no significant difference on students’ conceptual change on stoichiometry exposed to flipped and traditional lecture method. Furthermore, students strongly agreed that flipped classroom instruction helped them develop positive attitude towards chemistry and appropriate for learning college chemistry.

Researching Collective Bargaining Agreements: Building Conceptual Understanding in an Era of Declining Union Power

Science.gov (United States)

Osborne-Lampkin, La'Tara; Cohen-Vogel, Lora; Feng, Li; Wilson, Jerry J.

2018-01-01

Here, we examine over two decades of empirical literature to explore the ways scholars have been working to reveal the changing set of policy and political conditions in which teachers unions are operating. In this context, we identify the conceptual models educational researchers have used to frame their research and the applications of these…

Conceptualizations of clinical leadership: a review of the literature

Science.gov (United States)

Mianda, Solange; Voce, Anna S

2017-01-01

Introduction Poor patient outcomes in South African maternal health settings have been associated with inadequately performing health care providers and poor clinical leadership at the point of care. While skill deficiencies among health care providers have been largely addressed, the provision of clinical leadership has been neglected. In order to develop and implement initiatives to ensure clinical leadership among frontline health care providers, a need was identified to understand the ways in which clinical leadership is conceptualized in the literature. Design Using the systematic quantitative literature review, papers published between 2004 and 2016 were obtained from search engines (Google Scholar and EBSCOhost). Electronic databases (CINHAL, PubMed, Medline, Academic Search Complete, Health Source: Consumer, Health Source: Nursing/Academic, ScienceDirect and Ovid®) and electronic journals (Contemporary Nurse, Journal of Research in Nursing, Australian Journal of Nursing and Midwifery, International Journal of Clinical Leadership) were also searched. Results Using preselected inclusion criteria, 7256 citations were identified. After screening 230 potentially relevant full-text papers for eligibility, 222 papers were excluded because they explored health care leadership or clinical leadership among health care providers other than frontline health care providers. Eight papers met the inclusion criteria for the review. Most studies were conducted in high-income settings. Conceptualizations of clinical leadership share similarities with the conceptualizations of service leadership but differ in focus, with the intent of improving direct patient care. Clinical leadership can be a shared responsibility, performed by every competent frontline health care provider, regardless of the position in the health care system. Conclusion Conceptualizations of clinical leadership among frontline health care providers arise mainly from high-income settings. Understanding the

Conceptualizations of clinical leadership: a review of the literature.

Science.gov (United States)

Mianda, Solange; Voce, Anna S

2017-01-01

Poor patient outcomes in South African maternal health settings have been associated with inadequately performing health care providers and poor clinical leadership at the point of care. While skill deficiencies among health care providers have been largely addressed, the provision of clinical leadership has been neglected. In order to develop and implement initiatives to ensure clinical leadership among frontline health care providers, a need was identified to understand the ways in which clinical leadership is conceptualized in the literature. Using the systematic quantitative literature review, papers published between 2004 and 2016 were obtained from search engines (Google Scholar and EBSCOhost). Electronic databases (CINHAL, PubMed, Medline, Academic Search Complete, Health Source: Consumer, Health Source: Nursing/Academic, ScienceDirect and Ovid ® ) and electronic journals ( Contemporary Nurse , Journal of Research in Nursing , Australian Journal of Nursing and Midwifery , International Journal of Clinical Leadership ) were also searched. Using preselected inclusion criteria, 7256 citations were identified. After screening 230 potentially relevant full-text papers for eligibility, 222 papers were excluded because they explored health care leadership or clinical leadership among health care providers other than frontline health care providers. Eight papers met the inclusion criteria for the review. Most studies were conducted in high-income settings. Conceptualizations of clinical leadership share similarities with the conceptualizations of service leadership but differ in focus, with the intent of improving direct patient care. Clinical leadership can be a shared responsibility, performed by every competent frontline health care provider, regardless of the position in the health care system. Conceptualizations of clinical leadership among frontline health care providers arise mainly from high-income settings. Understanding the influence of context on

PRA and Conceptual Design

Science.gov (United States)

DeMott, Diana; Fuqua, Bryan; Wilson, Paul

2013-01-01

Once a project obtains approval, decision makers have to consider a variety of alternative paths for completing the project and meeting the project objectives. How decisions are made involves a variety of elements including: cost, experience, current technology, ideologies, politics, future needs and desires, capabilities, manpower, timing, available information, and for many ventures management needs to assess the elements of risk versus reward. The use of high level Probabilistic Risk Assessment (PRA) Models during conceptual design phases provides management with additional information during the decision making process regarding the risk potential for proposed operations and design prototypes. The methodology can be used as a tool to: 1) allow trade studies to compare alternatives based on risk, 2) determine which elements (equipment, process or operational parameters) drives the risk, and 3) provide information to mitigate or eliminate risks early in the conceptual design to lower costs. Creating system models using conceptual design proposals and generic key systems based on what is known today can provide an understanding of the magnitudes of proposed systems and operational risks and facilitates trade study comparisons early in the decision making process. Identifying the "best" way to achieve the desired results is difficult, and generally occurs based on limited information. PRA provides a tool for decision makers to explore how some decisions will affect risk before the project is committed to that path, which can ultimately save time and money.

The picture superiority effect in conceptual implicit memory: a conceptual distinctiveness hypothesis.

Science.gov (United States)

Hamilton, Maryellen; Geraci, Lisa

2006-01-01

According to leading theories, the picture superiority effect is driven by conceptual processing, yet this effect has been difficult to obtain using conceptual implicit memory tests. We hypothesized that the picture superiority effect results from conceptual processing of a picture's distinctive features rather than a picture's semantic features. To test this hypothesis, we used 2 conceptual implicit general knowledge tests; one cued conceptually distinctive features (e.g., "What animal has large eyes?") and the other cued semantic features (e.g., "What animal is the figurehead of Tootsie Roll?"). Results showed a picture superiority effect only on the conceptual test using distinctive cues, supporting our hypothesis that this effect is mediated by conceptual processing of a picture's distinctive features.

Development and Application of a Conceptual Framework

OpenAIRE

Boyce, Simone Peart; Berruti, Andres A.; Connolly, Helen; Schneidman, Miriam

2015-01-01

Laboratories provide essential services to the health sector on the monitoring and treatment of disease. Routine implementation of new diagnostic techniques may be costly; therefore, understanding their clinical utility, impact, and cost-effectiveness are necessary to guide decisions as to whether and how such techniques should be implemented. In this study, the authors design a conceptual...

Power Matters: Foucault's "Pouvoir/Savoir" as a Conceptual Lens in Information Research and Practice

Science.gov (United States)

Olsson, Michael; Heizmann, Helena

2015-01-01

Introduction: This paper advocates Foucault's notion of pouvoir/savoir (power/knowledge) as a conceptual lens that information researchers might fruitfully use to develop a richer understanding of the relationship between knowledge and power. Methods: Three of the authors' earlier studies are employed to illustrate the use of this conceptual lens.…

Conceptual design of the alcohol waste treatment equipment

International Nuclear Information System (INIS)

Fujisawa, Morio; Nitta, Kazuhiko; Morita, Yasuhiro; Nakada, Eiju

2001-01-01

This report describes the result of Conceptual Design of the Alcohol Waste Treatment Equipment. The experimental fast Reactor, JOYO, saves the radioactive alcohol waste at storage tank. As this alcohol waste is not able to treat with existing equipment, it is stored about 5 m 3 . And the amount of this is increasing every year. So it is necessary to treat the alcohol waste by chemical resolution for example. On account of this, the investigative test about filtration and dialyzer, and conceptual design about catalyst oxidation process, which is composed from head end process to resolution, are done. The results of investigation show as follows. 1. Investigative Test about filtration and dialyzer. (1) The electric conduction is suitable for the judgement of alkyl sodium hydrolysis Alkyl sodium hydrolysis is completed below 39% alcohol concentration. (2) The microfiltration is likely to separate the solid in alcohol waste. (3) From laboratory test, the electrodialyzer is effective for sodium separation in alcohol waste. And sodium remove rate, 96-99%, is confirmed. 2. Conceptual Design. The candidate process is as follows. (1) The head end process is electrodialyzer, and chemical resolution process is catalyst oxidation. (2) The head end process is not installed, and chemical resolution process is catalyst oxidation. (3) The head end process is electrodialyzer, and alcohol extracted by pervaporation. In this Conceptual Design, as far these process, the components, treatment ability, properties of waste, chemical mass balance, safety for fire and explosion, and the plot plan are investigated. As a result, remodeling the existing facility into catalyst oxidation process is effective to treat the alcohol waste, and treatment ability is about 1.25 l/h. (author)

Teachers' Understanding of Algebraic Generalization

Science.gov (United States)

Hawthorne, Casey Wayne

Generalization has been identified as a cornerstone of algebraic thinking (e.g., Lee, 1996; Sfard, 1995) and is at the center of a rich conceptualization of K-8 algebra (Kaput, 2008; Smith, 2003). Moreover, mathematics teachers are being encouraged to use figural-pattern generalizing tasks as a basis of student-centered instruction, whereby teachers respond to and build upon the ideas that arise from students' explorations of these activities. Although more and more teachers are engaging their students in such generalizing tasks, little is known about teachers' understanding of generalization and their understanding of students' mathematical thinking in this domain. In this work, I addressed this gap, exploring the understanding of algebraic generalization of 4 exemplary 8th-grade teachers from multiple perspectives. A significant feature of this investigation is an examination of teachers' understanding of the generalization process, including the use of algebraic symbols. The research consisted of two phases. Phase I was an examination of the teachers' understandings of the underlying quantities and quantitative relationships represented by algebraic notation. In Phase II, I observed the instruction of 2 of these teachers. Using the lens of professional noticing of students' mathematical thinking, I explored the teachers' enacted knowledge of algebraic generalization, characterizing how it supported them to effectively respond to the needs and queries of their students. Results indicated that teachers predominantly see these figural patterns as enrichment activities, disconnected from course content. Furthermore, in my analysis, I identified conceptual difficulties teachers experienced when solving generalization tasks, in particular, connecting multiple symbolic representations with the quantities in the figures. Moreover, while the teachers strived to overcome the challenges of connecting different representations, they invoked both productive and unproductive

Improving the quality of cognitive behaviour therapy case conceptualization: the role of self-practice/self-reflection.

Science.gov (United States)

Haarhoff, Beverly; Gibson, Kerry; Flett, Ross

2011-05-01

CBT case conceptualization is considered to be a key competency. Prior to the publication in 2009 of Kuyken, Padesky and Dudley's book, little has been documented concerning methods for training conceptualization skills and the conceptualization process is usually perceived as predominantly an intellectual process. In this paper, the Declarative-Procedural-Reflective model of therapist skill acquisition provides a route to understanding how different kinds of knowledge systems can be integrated to enhance therapist skill acquisition. Sixteen recent graduates of a postgraduate diploma in cognitive behaviour therapy worked independently through a self-practice/self-reflection workbook designed to lead them through a series of CBT interventions commonly used to elicit the information required for a CBT conceptualization. The participants' self-reflections were thematically analyzed and uncovered the following inter-related themes: increased theoretical understanding of the CBT model, self-awareness, empathy, conceptualization of the therapeutic relationship, and adaptation of clinical interventions and practice. A tentative conclusion reached, based on the self-reflections of the participants, was that targeted self-practice/self-reflection enhanced case conceptualization skill by consolidating the Declarative, Procedural and Reflective systems important in therapist skill acquisition. © British Association for Behavioural and Cognitive Psychotherapies 2011

Tilts, dopants, vacancies and non-stoichiometry: Understanding and designing the properties of complex solid oxide perovskites from first principles

Science.gov (United States)

Bennett, Joseph W.

Perovskite oxides of formula ABO3 have a wide range of structural, electrical and mechanical properties, making them vital materials for many applications, such as catalysis, ultrasound machines and communication devices. Perovskite solid solutions with high piezoelectric response, such as ferroelectrics, are of particular interest as they can be employed as sensors in SONAR devices. Ferroelectric materials are unique in that their chemical and electrical properties can be non-invasively and reversibly changed, by switching the bulk polarization. This makes ferroelectrics useful for applications in non-volatile random access memory (NVRAM) devices. Perovskite solid solutions with a lower piezoelectric response than ferroelectrics are important for communication technology, as they function well as electroceramic capacitors. Also of interest is how these materials act as a component in a solid oxide fuel cell, as they can function as an efficient source of energy. Altering the chemical composition of these solid oxide materials offers an opportunity to change the desired properties of the final ceramic, adding a degree of flexibility that is advantageous for a variety of applications. These solid oxides are complex, sometimes disordered systems that are a challenge to study experimentally. However, as it is their complexity which produces favorable properties, highly accurate modeling which captures the essential features of the disordered structure is necessary to explain the behavior of current materials and predict favorable compositions for new materials. Methodological improvements and faster computer speeds have made first-principles and atomistic calculations a viable tool for understanding these complex systems. Offering a combination of accuracy and computational speed, the density functional theory (DFT) approach can reveal details about the microscopic structure and interactions of complex systems. Using DFT and a combination of principles from both

Conceptualization, Cognitive Process between Image and Word

Directory of Open Access Journals (Sweden)

Aurel Ion Clinciu

2009-12-01

Full Text Available The study explores the process of constituting and organizing the system of concepts. After a comparative analysis of image and concept, conceptualization is reconsidered through raising for discussion the relations of concept with image in general and with self-image mirrored in body schema in particular. Taking into consideration the notion of mental space, there is developed an articulated perspective on conceptualization which has the images of mental space at one pole and the categories of language and operations of thinking at the other pole. There are explored the explicative possibilities of the notion of Tversky’s diagrammatic space as an element which is necessary to understand the genesis of graphic behaviour and to define a new construct, graphic intelligence.

Pre-Service Primary Science Teachers' Understandings of the Effect of Temperature and Pressure on Solid-Liquid Phase Transition of Water

Science.gov (United States)

Yalcin, Fatma Aggul

2012-01-01

The aim of this study was to explore pre-service primary teachers' understandings of the effect of temperature and pressure on the solid-liquid phase transition of water. In the study a survey approach was used, and the sample consisted of one-hundred and three, third year pre-service primary science teachers. As a tool for data collection, a test…

An Industrial Ecology Approach to Municipal Solid Waste ...

Science.gov (United States)

The organic fraction of municipal solid waste provides abundant opportunities for industrial ecology-based symbiotic use. Energy production, economics, and environmental aspects are analyzed for four alternatives based on different technologies: incineration with energy recovery, gasification, anaerobic digestion, and fermentation. In these cases electricity and ethanol are the products considered, but other products and attempts at symbiosis can be made. The four technologies are in various states of commercial development. To highlight their relative complexities some adjustable parameters which are important for the operability of each process are discussed. While these technologies need to be considered for specific locations and circumstances, generalized economic and environmental information suggests relative comparisons for newly conceptualized processes. The results of industrial ecology-based analysis suggest that anaerobic digestion may improve seven emission categories, while fermentation, gasification, and incineration successively improve fewer emissions. A conceptual level analysis indicates that gasification, anaerobic digestion, and fermentation alternatives lead to positive economic results. In each case the alternatives and their assumptions need further analysis for any particular community. Presents information useful for analyzing the sustainability of alternatives for the management of municipal solid waste.

Conceptions and Characterization: An Explanation for the Theory-Practice Gap in Conceptual Change Theory. (Sponsored Session Strand 1 Science Learning, Understanding and Conceptual Change)

NARCIS (Netherlands)

Eijck, van M.W.; Czermak, Charlene M.; Duschl, Richard A.; Kyle, William C.; Sondergeld, Toni

2009-01-01

The theory building on conceptual change has led to the paradox that, in order to address teaching-learning processes, research yields an increasingly sophisticated output which alienates the teachers. The aim of this study is to explain the origin of this paradox. Drawing on exemplary data from a

Analysis of Subjective Conceptualizations Towards Collective Conceptual Modelling

DEFF Research Database (Denmark)

Glückstad, Fumiko Kano; Herlau, Tue; Schmidt, Mikkel Nørgaard

2013-01-01

This work is conducted as a preliminary study for a project where individuals' conceptualizations of domain knowledge will thoroughly be analyzed across 150 subjects from 6 countries. The project aims at investigating how humans' conceptualizations differ according to different types of mother la...

Preserved conceptual implicit memory for pictures in patients with Alzheimer’s disease

Science.gov (United States)

Deason, Rebecca G.; Hussey, Erin P.; Flannery, Sean; Ally, Brandon A.

2015-01-01

The current study examined different aspects of conceptual implicit memory in patients with mild Alzheimer’s disease (AD). Specifically, we were interested in whether priming of distinctive conceptual features versus general semantic information related to pictures and words would differ for the mild AD patients and healthy older adults. In this study, 14 healthy older adults and 15 patients with mild AD studied both pictures and words followed by an implicit test section, where they were asked about distinctive conceptual or general semantic information related to the items they had previously studied (or novel items) Healthy older adults and patients with mild AD showed both conceptual priming and the picture superiority effect, but the AD patients only showed these effects for the questions focused on the distinctive conceptual information. We found that patients with mild AD showed intact conceptual picture priming in a task that required generating a response (answer) from a cue (question) for cues that focused on distinctive conceptual information. This experiment has helped improve our understanding of both the picture superiority effect and conceptual implicit memory in patients with mild AD in that these findings support the notion that conceptual implicit memory might potentially help to drive familiarity-based recognition in the face of impaired recollection in patients with mild AD. PMID:26291521

A Conceptual Space Logic

DEFF Research Database (Denmark)

Nilsson, Jørgen Fischer

1999-01-01

Conceptual spaces have been proposed as topological or geometric means for establishing conceptual structures and models. This paper, after briey reviewing conceptual spaces, focusses on the relationship between conceptual spaces and logical concept languages with operations for combining concepts...... to form concepts. Speci cally is introduced an algebraic concept logic, for which conceptual spaces are installed as semantic domain as replacement for, or enrichment of, the traditional....

Energy barriers and mechanisms in solid-solid polymorphic transitions exhibiting cooperative motion

NARCIS (Netherlands)

van den Ende, J.A.; Ensing, B.; Cuppen, H.M.

2016-01-01

Understanding solid–solid polymorphic transitions within molecular crystals on the molecular scale is a challenging task. It is, however, crucial for the understanding of transitions that are thought to occur through cooperative motion, which offer an interesting perspective for future applications.

College physics students' epistemological self-reflection and its relationship to conceptual learning

Science.gov (United States)

May, David B.; Etkina, Eugenia

2002-12-01

Students should develop self-reflection skills and appropriate views about knowledge and learning, both for their own sake and because these skills and views may be related to improvements in conceptual understanding. We explored the latter issue in the context of an introductory physics course for first-year engineering honors students. As part of the course, students submitted weekly reports, in which they reflected on how they learned specific physics content. The reports by 12 students were analyzed for the quality of reflection and some of the epistemological beliefs they exhibited. Students' conceptual learning gains were measured with standard survey instruments. We found that students with high conceptual gains tend to show reflection on learning that is more articulate and epistemologically sophisticated than students with lower conceptual gains. Some implications for instruction are suggested.

Conceptual framework for understanding the bidirectional links between food insecurity and HIV/AIDS1234

Science.gov (United States)

Young, Sera L; Cohen, Craig R; Kushel, Margot B; Tsai, Alexander C; Tien, Phyllis C; Hatcher, Abigail M; Frongillo, Edward A; Bangsberg, David R

2011-01-01

Food insecurity, which affects >1 billion people worldwide, is inextricably linked to the HIV epidemic. We present a conceptual framework of the multiple pathways through which food insecurity and HIV/AIDS may be linked at the community, household, and individual levels. Whereas the mechanisms through which HIV/AIDS can cause food insecurity have been fairly well elucidated, the ways in which food insecurity can lead to HIV are less well understood. We argue that there are nutritional, mental health, and behavioral pathways through which food insecurity leads to HIV acquisition and disease progression. Specifically, food insecurity can lead to macronutrient and micronutrient deficiencies, which can affect both vertical and horizontal transmission of HIV, and can also contribute to immunologic decline and increased morbidity and mortality among those already infected. Food insecurity can have mental health consequences, such as depression and increased drug abuse, which, in turn, contribute to HIV transmission risk and incomplete HIV viral load suppression, increased probability of AIDS-defining illness, and AIDS-related mortality among HIV-infected individuals. As a result of the inability to procure food in socially or personally acceptable ways, food insecurity also contributes to risky sexual practices and enhanced HIV transmission, as well as to antiretroviral therapy nonadherence, treatment interruptions, and missed clinic visits, which are strong determinants of worse HIV health outcomes. More research on the relative importance of each of these pathways is warranted because effective interventions to reduce food insecurity and HIV depend on a rigorous understanding of these multifaceted relationships. PMID:22089434

Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences?

International Nuclear Information System (INIS)

Georgiou, H; Sharma, M D

2015-01-01

Encouraging ‘active learning’ in the large lecture theatre emerges as a credible recommendation for improving university courses, with reports often showing significant improvements in learning outcomes. However, the recommendations are based predominantly on studies undertaken in mechanics. We set out to examine those claims in the thermodynamics module of a large first year physics course with an established technique, called interactive lecture demonstrations (ILDs). The study took place at The University of Sydney, where four parallel streams of the thermodynamics module were divided into two streams that experienced the ILDs and two streams that did not. The programme was first implemented in 2011 to gain experience and refine logistical matters and repeated in 2012 with approximately 500 students. A validated survey, the thermal concepts survey, was used as pre-test and post-test to measure learning gains while surveys and interviews provided insights into what the ‘active learning’ meant from student experiences. We analysed lecture recordings to capture the time devoted to different activities in a lecture, including interactivity. The learning gains were in the ‘high gain’ range for the ILD streams and ‘medium gain’ for the other streams. The analysis of the lecture recordings showed that the ILD streams devoted significantly more time to interactivity while surveys and interviews showed that students in the ILD streams were thinking in deep ways. Our study shows that ILDs can make a difference in students’ conceptual understanding as well as their experiences, demonstrating the potential value-add that can be provided by investing in active learning to enhance lectures. (paper)

Conceptual Models as Tools for Communication Across Disciplines

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Marieke Heemskerk

2003-12-01

Full Text Available To better understand and manage complex social-ecological systems, social scientists and ecologists must collaborate. However, issues related to language and research approaches can make it hard for researchers in different fields to work together. This paper suggests that researchers can improve interdisciplinary science through the use of conceptual models as a communication tool. The authors share lessons from a workshop in which interdisciplinary teams of young scientists developed conceptual models of social-ecological systems using data sets and metadata from Long-Term Ecological Research sites across the United States. Both the process of model building and the models that were created are discussed. The exercise revealed that the presence of social scientists in a group influenced the place and role of people in the models. This finding suggests that the participation of both ecologists and social scientists in the early stages of project development may produce better questions and more accurate models of interactions between humans and ecosystems. Although the participants agreed that a better understanding of human intentions and behavior would advance ecosystem science, they felt that interdisciplinary research might gain more by training strong disciplinarians than by merging ecology and social sciences into a new field. It is concluded that conceptual models can provide an inspiring point of departure and a guiding principle for interdisciplinary group discussions. Jointly developing a model not only helped the participants to formulate questions, clarify system boundaries, and identify gaps in existing data, but also revealed the thoughts and assumptions of fellow scientists. Although the use of conceptual models will not serve all purposes, the process of model building can help scientists, policy makers, and resource managers discuss applied problems and theory among themselves and with those in other areas.

CONCEPTUAL DIMENSION OF SYSTEMATIC APPROACH TO THE ORGANIZATION MANAGEMENT

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Eduard Maltsev

2016-06-01

Full Text Available Purpose: The systematic representation of the individual and the organization at the conceptual level is a powerful tool to understand and design an organization as a whole. The systematic approach called to deal to the complexity of modern organizations while the use of abstraction let properly represent the relationships in the system. There are not too many attempts to combine the conceptual representation of organization and a person in the organization. Methods: We formulate a cross-cutting logic of creating links between personal and organizational concepts in the systematic approach to strategic management. It is shown that such representation is possible in the same conceptual frame: description, values, goals, mechanisms. The logic let ensure the clearness in providing integrity of the organization at the conceptual level and therefore influence people's behaviour at work in a direction desired for the whole system. Results: It is shown that the use of a conceptual frame allows to describe an organization through the substrate (Self-concepts of employees, concept (creating value for stakeholders and relationships (embeddedness of the concept into the substrate –Self-concepts of employees. Suggested cross-cutting logic let establish the links between personal and organizational concepts.  The core in the logic is correct representation of the organization and a person at conceptual level. Discussion: The definition of the Self-concept of each employee in the same conceptual frame is not trivial task due to the difficulty of adequate "measuring of oneself", abstraction and self-description in a given frame. Very common, for example, is the discrepancy between perceptions of itself and perception about the person of others. The development of methods of forming linked and holistic conceptual representations of personality and organization is an important topic for future research.

Photoemission from solids: the transition from solid-state to atomic physics

International Nuclear Information System (INIS)

Shirley, D.A.

1980-08-01

As the photon energy is increased, photoemission from solids undergoes a slow transition from solid-state to atomic behavior. However, throughout the energy range hν = 10 to 1000 eV or higher both types of phenomena are present. Thus angle-resolved photoemission can only be understood quantitatively if each experimenter recognizes the presence of band-structure, photoelectron diffraction, and photoelectron asymmetry effects. The quest for this understanding will build some interesting bridges between solid-state and atomic physics and should also yield important new insights about the phenomena associated with photoemission

Solid forms for Savannah River Plant radioactive wastes

International Nuclear Information System (INIS)

Wallace, R.M.; Hale, W.H.; Bradley, R.F.; Hull, H.L.; Kelley, J.A.; Stone, J.A.; Thompson, G.H.

1976-01-01

Methods are being developed to immobilize Savannah River Plant wastes in solid forms such as cement, asphalt, or glass. 137 Cs and 90 Sr are the major biological hazards and heat producers in the alkaline wastes produced at SRP. In the conceptual process being studied, 137 Cs removed from alkaline supernates, together with insoluble sludges that contain 90 Sr, will be incorporated into solid forms of high integrity and low volume suitable for storage in a retrievable surface storage facility for about 100 years, and for eventual shipment to an off-site repository. Mineralization of 137 Cs, or its fixation on zeolite prior to incorporation into solid forms, is also being studied. Economic analyses to reduce costs and fault-tree analyses to minimize risks are being conducted. Methods are being studied for removal of sludge from (and final decontamination of) waste tanks

Conceptual design for the Waste Receiving and Processing facility Module 2A

International Nuclear Information System (INIS)

1992-07-01

This is part of a Conceptual Design Report (CDR) for the Waste Receiving and Processing (WRAP) Module 2A facility at Hanford Reservation. The mission of the WRAP Module 2A facility is to receive, process, package, certify, and ship for permanent burial at the Hanford site disposal facilities those contact handled (CH) low-level radioactive mixed wastes (LLMW) that: (1) are currently in retrievable storage at the Hanford Central Waste Complex (HCWC) awaiting a treatment capability to permit permanent disposal compliant with the Land Disposal Restrictions and; (2) are forecasted to be generated over the next 30 years. The primary sources of waste to be treated at WRAP Module 2A include the currently stored waste from the 183-H solar basin evaporators, secondary solids from the future Hanford site liquid effluenttreatment facilities, thermal treatment facility ash, other WRAP modules, and other miscellaneous waste from storage and onsite/offsite waste generators consisting of compactible and non-compactible solids, contaminated soils, and metals. This volume, Volume V, provides a comprehensive conceptual design level narrative description of the process, utility, ventilation, and plant control systems. The feeds and throughputs, design requirements, and basis for process selection are provided, as appropriate. Key DOE/WHC criteria and reference drawings are delineated

Using Conceptual Change Texts with Analogies for Misconceptions in Acids and Bases

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Cetingul, Ipek; Geban, Omer

2011-01-01

This study was conducted to explore the effectiveness of conceptual change oriented instruction over traditional instruction on students' understanding of acids and bases concept. Besides, effects of gender difference and science process skills on students' understanding of acids and bases were also investigated. Analysis of the results showed…

Conceptual Blending Monitoring Students' Use of Metaphorical Concepts to Further the Learning of Science

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Fredriksson, Alexandra; Pelger, Susanne

2018-03-01

The aim of this study is to explore how tertiary science students' use of metaphors in their popular science article writing may influence their understanding of subject matter. For this purpose, six popular articles written by students in physics or geology were analysed by means of a close textual analysis and a metaphor analysis. In addition, semi-structured interviews were conducted with the students. The articles showed variation regarding the occurrence of active (non-conventional) metaphors, and metaphorical concepts, i.e. metaphors relating to a common theme. In addition, the interviews indicated that students using active metaphors and metaphorical concepts reflected more actively upon their use of metaphors. These students also discussed the possible relationship between subject understanding and creation of metaphors in terms of conceptual blending. The study suggests that students' process of creating metaphorical concepts could be described and visualised through integrated networks of conceptual blending. Altogether, the study argues for using conceptual blending as a tool for monitoring and encouraging the use of adequate metaphorical concepts, thereby facilitating students' opportunities of understanding and influencing the learning of science.

Conceptual methods for actinide partitioning

International Nuclear Information System (INIS)

Leuze, R.E.; Bond, W.D.; Tedder, D.W.

1978-01-01

The conceptual processing sequence under consideration is based on a combination of modified Purex processing and secondary processing of the high-level waste. In this concept, iodine will be removed from dissolver solution prior to extraction, and the Purex processing will be modified so that low- and intermediate-level wastes, all the way through final product purification, are recycled. A supplementary extraction is assumed to ensure adequate recovery of uranium, neptunium and possibly plutonium. Technetium may be removed from the high-level waste if a satisfactory method can be developed. Extraction into a quaternary amine is being evaluated for this removal. Methods that have been used in the past to recover americium and curium have some rather serious deficiencies, including inadequate recovery, solids formation and generation of large volumes of low- and intermediate-level wastes containing significant quantities of chemical reagents

Solid state magnetism

CERN Document Server

Crangle, John

1991-01-01

Solid state magnetism is important and attempts to understand magnetic properties have led to an increasingly deep insight into the fundamental make up of solids. Both experimental and theoretical research into magnetism continue to be very active, yet there is still much ground to cover before there can be a full understanding. There is a strong interplay between the developments of materials science and of magnetism. Hundreds of new materials have been dis­ covered, often with previously unobserved and puzzling magnetic prop­ erties. A large and growing technology exists that is based on the magnetic properties of materials. Very many devices used in everyday life involve magnetism and new applications are being invented all the time. Under­ standing the fundamental background to the applications is vital to using and developing them. The aim of this book is to provide a simple, up-to-date introduction to the study of solid state magnetism, both intrinsic and technical. It is designed to meet the needs a...

A Study of General Education Astronomy Students' Understandings of Cosmology. Part I. Development and Validation of Four Conceptual Cosmology Surveys

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Wallace, Colin S.; Prather, Edward E.; Duncan, Douglas K.

2011-01-01

This is the first in a series of five articles describing a national study of general education astronomy students' conceptual and reasoning difficulties with cosmology. In this paper, we describe the process by which we designed four new surveys to assess general education astronomy students' conceptual cosmology knowledge. These surveys focused…

IFE Power Plant design principles. Drivers. Solid state laser drivers

International Nuclear Information System (INIS)

Nakai, S.; Andre, M.; Krupke, W.F.; Mak, A.A.; Soures, J.M.; Yamanaka, M.

1995-01-01

The present status of solid state laser drivers for an inertial confinement thermonuclear fusion power plant is discussed. In particular, the feasibility of laser diode pumped solid state laser drivers from both the technical and economic points of view is briefly reviewed. Conceptual design studies showed that they can, in principle, satisfy the design requirements. However, development of new solid state materials with long fluorescence lifetimes and good thermal characteristics is a key issue for laser diode pumped solid state lasers. With the advent of laser diode pumping many materials which were abandoned in the past can presently be reconsidered as viable candidates. It is also concluded that it is important to examine the technical requirements for solid state lasers in relation to target performance criteria. The progress of laser diode pumped lasers in industrial applications should also be closely watched to provide additional information on the economic feasibility of this type of driver. 15 refs, 9 figs, 2 tabs

The Qualities Needed for a Successful Collaboration: A Contribution to the Conceptual Understanding of Collaboration for Efficient Public Transport

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Robert Hrelja

2016-06-01

Full Text Available The creation of an efficient public transport system requires collaborations between formal independent organizations. This paper examines collaborations between public and private organizations and passengers, with the aim of contributing to the conceptual understanding of collaborations on public transport. The study begins by describing previous research on collaboration in the public transport area and in other research fields analytically relevant for public transport. Accordingly, collaboration is defined as an attempt to overcome problems with collective action and to transform a situation in which the various organizations operate independently into a situation where they act in concert to achieve shared objectives. The collaboration process involves the establishment of joint rules and structures that govern the relationship and behavior of the organizations. According to this definition, collaboration is a more sophisticated form of collective action than is indicated by terms such as “co-operation” or “coordination”. Fully-functioning collaboration can be described as a form of “co-action”, as opposed to “individual action”. In co-action, formal independent organizations together reap the benefits of working together and achieve more than if they had acted alone. Co-action can be regarded as a gradual trust-building process that requires qualities such as mutual confidence, an understanding of other organizations’ motivations, and joint problem formulation.

Conceptualizing Stakeholders' Perceptions of Ecosystem Services: A Participatory Systems Mapping Approach

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Lopes, Rita; Videira, Nuno

2015-12-01

A participatory system dynamics modelling approach is advanced to support conceptualization of feedback processes underlying ecosystem services and to foster a shared understanding of leverage intervention points. The process includes systems mapping workshop and follow-up tasks aiming at the collaborative construction of causal loop diagrams. A case study developed in a natural area in Portugal illustrates how a stakeholder group was actively engaged in the development of a conceptual model depicting policies for sustaining the climate regulation ecosystem service.

Conceptualizing Stakeholders’ Perceptions of Ecosystem Services: A Participatory Systems Mapping Approach

Directory of Open Access Journals (Sweden)

Lopes Rita

2015-12-01

Full Text Available A participatory system dynamics modelling approach is advanced to support conceptualization of feedback processes underlying ecosystem services and to foster a shared understanding of leverage intervention points. The process includes systems mapping workshop and follow-up tasks aiming at the collaborative construction of causal loop diagrams. A case study developed in a natural area in Portugal illustrates how a stakeholder group was actively engaged in the development of a conceptual model depicting policies for sustaining the climate regulation ecosystem service.

Conceptualizing Programme Evaluation

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Hassan, Salochana

2013-01-01

The main thrust of this paper deals with the conceptualization of theory-driven evaluation pertaining to a tutor training programme. Conceptualization of evaluation, in this case, is an integration between a conceptualization model as well as a theoretical framework in the form of activity theory. Existing examples of frameworks of programme…

Conceptual and Critical Development in Student Teachers: First Steps towards an Integrated Comprehension of Osmosis

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Viennot, Laurence; Décamp, Nicolas

2016-01-01

This investigation is focused on possible links between the development of critical attitude and conceptual understanding. We conducted a fine grained analysis of five student teachers' critical and conceptual development during a one hour and a half interaction with an expert. This investigation completes a series of three previous studies…

Using Item Response Theory to Conduct a Distracter Analysis on Conceptual Inventory of Natural Selection

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Battisti, Bryce Thomas; Hanegan, Nikki; Sudweeks, Richard; Cates, Rex

2010-01-01

Concept inventories are often used to assess current student understanding although conceptual change models are problematic. Due to controversies with conceptual change models and the realities of student assessment, it is important that concept inventories are evaluated using a variety of theoretical models to improve quality. This study used a…

Investigating Alignment between Elementary Mathematics Teacher Education and Graduates' Teaching of Mathematics for Conceptual Understanding

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Jansen, Amanda; Berk, Dawn; Meikle, Erin

2017-01-01

In this article, Amanda Jansen, Dawn Berk, and Erin Meikle investigate the impact of mathematics teacher education on teaching practices. In their study they interviewed six first-year teachers who graduated from the same elementary teacher education program and who were oriented toward teaching mathematics conceptually. They observed each teacher…

Mediating relationship of differential products in understanding integration in introductory physics

Science.gov (United States)

Amos, Nathaniel; Heckler, Andrew F.

2018-01-01

In the context of introductory physics, we study student conceptual understanding of differentials, differential products, and integrals and possible pathways to understanding these quantities. We developed a multiple choice conceptual assessment employing a variety of physical contexts probing physical understanding of these three quantities and administered the instrument to over 1000 students in first and second semester introductory physics courses. Using a regression-based mediation analysis with conceptual understanding of integration as the dependent variable, we found evidence consistent with a simple mediation model: the relationship between differentials scores and integral scores may be mediated by the understanding of differential products. The indirect effect (a quantifiable metric of mediation) was estimated as a b =0.29 , 95% CI [0.25, 0.33] for N =1102 Physics 1 students, and a b =0.27 , 95% CI [0.14, 0.48] for N =65 Physics 2 students. We also find evidence that the physical context of the questions can be an important factor. These results imply that for introductory physics courses, instructional emphasis first on differentials then on differential products in a variety of contexts may in turn promote better integral understanding.

Conceptualizing innovation capabilities: A contingency perspective

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Tor Helge Aas

2017-01-01

understanding of the strategy-innovation link as well as clarifies the conceptual understanding of capabilities within the strategy literature and establishes the relationship between these structures and innovation management theory.

Analyzing Learning in Professional Learning Communities: A Conceptual Framework

Science.gov (United States)

Van Lare, Michelle D.; Brazer, S. David

2013-01-01

The purpose of this article is to build a conceptual framework that informs current understanding of how professional learning communities (PLCs) function in conjunction with organizational learning. The combination of sociocultural learning theories and organizational learning theories presents a more complete picture of PLC processes that has…

Broadening the Conceptualization of Literacy in the Lives of Adults with Intellectual Disability

Science.gov (United States)

Morgan, Michelle F.; Cuskelly, Monica; Moni, Karen B.

2011-01-01

Current pedagogical approaches recognize literacy as a social practice and yet school-based conceptualizations continue to dominate understandings of literacy learning of individuals with intellectual disability. Such understandings lead to local or everyday literacy practices being devalued and overlooked. Thus, for adults with intellectual…

How Students Combine Resources to Make Conceptual Breakthroughs

Science.gov (United States)

Richards, A. J.; Jones, Darrick C.; Etkina, Eugenia

2018-04-01

We use the framework of cognitive resources to investigate how students construct understanding of a complex physics topic, namely, a photovoltaic cell. By observing students as they learn about how a solar cell functions, we identified over 60 distinct resources that learners may activate while thinking about photovoltaic cells. We classify these resources into three main types: phenomenological primitives, conceptual resources, and epistemological resources. Furthermore, we found a pattern that suggests that when students make conceptual breakthroughs they may be more likely to activate combinations of resources of different types in concert, especially if a resource from each of the three categories is used. This pattern suggests that physics instructors should encourage students to activate multiple types of prior knowledge during the learning process. This can result from instructors deliberately and explicitly connecting new knowledge to students' prior experience both in and outside the formal physics classroom, as well as allowing students to reflect metacognitively on how the new knowledge fits into their existing understanding of the natural world.

Combining Different Conceptual Change Methods within 5E Model: A Sample Teaching Design of "Cell" Concept and its Organelles

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Urey, Mustafa; Calik, Muammer

2008-01-01

Since students' misconceptions are not completely remedied by means of only one conceptual change method, the authors assume that using different conceptual methods embedded within the 5E model will not only be more effective in enhancing students' conceptual understanding, but also may eliminate all students' misconceptions. The aim of this study…

Validation of the Continuum of Care Conceptual Model for Athletic Therapy

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Mark R. Lafave

2015-01-01

Full Text Available Utilization of conceptual models in field-based emergency care currently borrows from existing standards of medical and paramedical professions. The purpose of this study was to develop and validate a comprehensive conceptual model that could account for injuries ranging from nonurgent to catastrophic events including events that do not follow traditional medical or prehospital care protocols. The conceptual model should represent the continuum of care from the time of initial injury spanning to an athlete’s return to participation in their sport. Finally, the conceptual model should accommodate both novices and experts in the AT profession. This paper chronicles the content validation steps of the Continuum of Care Conceptual Model for Athletic Therapy (CCCM-AT. The stages of model development were domain and item generation, content expert validation using a three-stage modified Ebel procedure, and pilot testing. Only the final stage of the modified Ebel procedure reached a priori 80% consensus on three domains of interest: (1 heading descriptors; (2 the order of the model; (3 the conceptual model as a whole. Future research is required to test the use of the CCCM-AT in order to understand its efficacy in teaching and practice within the AT discipline.

Motivation to Improve Work through Learning: A Conceptual Model

Directory of Open Access Journals (Sweden)

Kueh Hua Ng

2014-12-01

Full Text Available This study aims to enhance our current understanding of the transfer of training by proposing a conceptual model that supports the mediating role of motivation to improve work through learning about the relationship between social support and the transfer of training. The examination of motivation to improve work through motivation to improve work through a learning construct offers a holistic view pertaining to a learner's profile in a workplace setting, which emphasizes learning for the improvement of work performance. The proposed conceptual model is expected to benefit human resource development theory building, as well as field practitioners by emphasizing the motivational aspects crucial for successful transfer of training.

Rheometrical experiments with monitoring of resistivity: for a better understanding of the solid-fluid transition in clayey landslides

Science.gov (United States)

Carrière, Simon; Bièvre, Grégory; Chambon, Guillaume; Jongmans, Denis; Lebourg, Thomas; Larose, Eric

2015-04-01

Landslides are natural and complex phenomena which affect all types of geological formations and present a large variety of size, morphology and displacements rates. Among these phenomena, flow-like events in clay-rich formations are particularly complex due to the unpredictable acceleration and fluidization that characterize them. Because of their suddenness, such landslides constitute serious threat for population living in these areas. The forecast and the understanding of these events has then been an active topic of research in the scientific community during the past decades. In that respect, rheometrical experiments in the laboratory bring some insight into the processes occurring during the solid-fluid transition. In creep tests, the evolution of the shear strain rate is measured under constant levels of shear stress, allowing to follow changes in apparent viscosity with time and to observe fluidization. Rheometrical oscillatory tests have been designed to capture the evolution of the elastic shear modulus G (and hence the shear wave velocity Vs) during these creep phases. Previous results have shown that Vs exhibits a drop at the solid-fluid transition, with complex time-dependent effects which could lead, under transient loading, to the occurrence of Vs variations prior to the transition. A complementary way to understand the processes is to measure the electrical resistivity during these rheometrical tests. This parameter, which depends on the water content and salinity, as well as on the amount of clay particles, could also exhibit some changes before or during the solid-fluid transition. For that purpose, the metallic plates of the rotational rheometer have been replaced by new ones made in an electrically insulating material (PVC) with a configuration of four inserted circular electrodes. Rheometrical tests made with this new apparatus provide similar rheological results. For the electrical tests, the geometrical factor has been computed using Finite

Evaluation of Students' Understanding of Thermal Concepts in Everyday Contexts

Science.gov (United States)

Chu, Hye-Eun; Treagust, David F.; Yeo, Shelley; Zadnik, Marjan

2012-01-01

The aims of this study were to determine the underlying conceptual structure of the thermal concept evaluation (TCE) questionnaire, a pencil-and-paper instrument about everyday contexts of heat, temperature, and heat transfer, to investigate students' conceptual understanding of thermal concepts in everyday contexts across several school years and…

Japanese contributions to ITER testing program of solid breeder blankets for DEMO

International Nuclear Information System (INIS)

Kuroda, Toshimasa; Yoshida, Hiroshi; Takatsu, Hideyuki; Maki, Koichi; Mori, Seiji; Kobayashi, Takeshi; Suzuki, Tatsushi; Hirata, Shingo; Miura, Hidenori.

1991-04-01

ITER Conceptual Design Activity (CDA), which has been conducted by four parties (Japan, EC, USA and USSR) since May 1988, has been finished on December 1990 with a great achievement of international design work of the integrated fusion experimental reactor. Numerous issues of physics and technology have been clarified for providing a framework of the next phase of ITER (Engineering Design Activity; EDA). Establishment of an ITER testing program, which includes technical test issues of neutronics, solid breeder blankets, liquid breeder blankets, plasma facing components, and materials, has been one of the goals of the CDA. This report describes Japanese proposal for the testing program of DEMO/power reactor blanket development. For two concepts of solid breeder blanket (helium-cooled and water-cooled), identification of technical issues, scheduling of test program, and conceptual design of test modules including required test facility such as cooling and tritium recovery systems have been carried out as the Japanese contribution to the CDA. (author)

Perceptual and conceptual similarities facilitate the generalization of instructed fear.

Science.gov (United States)

Bennett, Marc; Vervoort, Ellen; Boddez, Yannick; Hermans, Dirk; Baeyens, Frank

2015-09-01

Learned fear can generalize to neutral events due their perceptual and conceptual similarity with threat relevant stimuli. This study simultaneously examined these forms of generalization to model the expansion of fear in anxiety disorders. First, artificial categories involving sounds, nonsense words and animal-like objects were established. Next, the words from one category were paired with threatening information while the words from the other category were paired with safety information. Lastly, we examined if fear generalized to (i) the conceptually related animal-like objects and (ii) other animal like-objects that were perceptually similar. This was measured using behavioral avoidance, US expectancy ratings and self-reported stimulus valence. Animal-like objects conceptually connected to the aversive words evoked heightened fear. Perceptual variants of these animal-like objects also elicit fear. Future research would benefit from the use of online-US expectancy ratings and physiological measures of fear. Investigating the role of both perceptual and conceptual fear generalization is important to better understand the etiology of anxiety disorders symptoms. Copyright © 2015 Elsevier Ltd. All rights reserved.

The profile of conceptual comprehension of pre-service teacher in the mathematical problem solving with low emotional intelligence

Science.gov (United States)

Prayitno, S. H.; Suwarsono, St.; Siswono, T. Y. E.

2018-03-01

Conceptual comprehension in this research is the ability to use the procedures that are owned by pre-service teachers to solve problems by finding the relation of the concept to another, or can be done by identifying the type of problem and associating it with a troubleshooting procedures, or connect the mathematical symbols with mathematical ideas and incorporate them into a series of logical reasoning, or by using prior knowledge that occurred directly, through its conceptual knowledge. The goal of this research is to describe the profile of conceptual comprehensin of pre-service teachers with low emotional intelligence in mathematical problems solving. Through observation and in-depth interview with the research subject the conclusion was that: pre-service teachers with low emotional intelligence pertained to the level of formal understanding in understanding the issues, relatively to the level of intuitive understanding in planning problem solving, to the level of relational understanding in implementing the relational problem solving plan, and pertained to the level of formal understanding in looking back to solve the problem.

Geopolitics: The Key to Understanding Soviet Regional Behavior.

Science.gov (United States)

1987-04-01

Soviet foreign policy. nertnngthis role, CO can begin to build a usable theoretical framwork for analyzing Soviet behavior in, utategiczlly inportant...the writings of the great geopolitical theorists, such as Mackinder, Spykman, and Gray, in developing a conceptual basis for understanding the la-tem...Histary,- British geographer Sir Halford J. mdcinder provided the conceptual framewrk for geopolitical theory by dividing the world into three vast regions

Effects of natural and human factors on groundwater quality of basin-fill aquifers in the southwestern United States-conceptual models for selected contaminants

Science.gov (United States)

Bexfield, Laura M.; Thiros, Susan A.; Anning, David W.; Huntington, Jena M.; McKinney, Tim S.

2011-01-01

As part of the U.S. Geological Survey National Water-Quality Assessment (NAWQA) Program, the Southwest Principal Aquifers (SWPA) study is building a better understanding of the factors that affect water quality in basin-fill aquifers in the Southwestern United States. The SWPA study area includes four principal aquifers of the United States: the Basin and Range basin-fill aquifers in California, Nevada, Utah, and Arizona; the Rio Grande aquifer system in New Mexico and Colorado; and the California Coastal Basin and Central Valley aquifer systems in California. Similarities in the hydrogeology, land- and water-use practices, and water-quality issues for alluvial basins within the study area allow for regional analysis through synthesis of the baseline knowledge of groundwater-quality conditions in basins previously studied by the NAWQA Program. Resulting improvements in the understanding of the sources, movement, and fate of contaminants are assisting in the development of tools used to assess aquifer susceptibility and vulnerability.This report synthesizes previously published information about the groundwater systems and water quality of 15 information-rich basin-fill aquifers (SWPA case-study basins) into conceptual models of the primary natural and human factors commonly affecting groundwater quality with respect to selected contaminants, thereby helping to build a regional understanding of the susceptibility and vulnerability of basin-fill aquifers to those contaminants. Four relatively common contaminants (dissolved solids, nitrate, arsenic, and uranium) and two contaminant classes (volatile organic compounds (VOCs) and pesticide compounds) were investigated for sources and controls affecting their occurrence and distribution above specified levels of concern in groundwater of the case-study basins. Conceptual models of factors that are important to aquifer vulnerability with respect to those contaminants and contaminant classes were subsequently formed. The

Conceptual design of the National Ignition Facility

International Nuclear Information System (INIS)

Paisner, J.A.; Kumpan, S.A.; Lowdermilk, W.H.; Boyes, J.D.; Sorem, M.

1995-01-01

DOE commissioned a Conceptual Design Report (CDR) for the National Ignition Facility (NIF) in January 1993 as part of a Key Decision Zero (KDO), justification of Mission Need. Motivated by the progress to date by the Inertial Confinement Fusion (ICF) program in meeting the Nova Technical Contract goals established by the National Academy of Sciences in 1989, the Secretary requested a design using a solid-state laser driver operating at the third harmonic (0.35 μm) of neodymium (Nd) glass. The participating ICF laboratories signed a Memorandum of Agreement in August 1993, and established a Project organization, including a technical team from the Lawrence Livermore National Laboratory (LLNL), Los Alamos National Laboratory (LANL), Sandia National Laboratories (SNL), and the Laboratory for Laser Energetics at the University of Rochester. Since then, we completed the NIF conceptual design, based on standard construction at a generic DOE Defense Program's site, and issued a 7,000-page, 27-volume CDR in May 1994.2 Over the course of the conceptual design study, several other key documents were generated, including a Facilities Requirements Document, a Conceptual Design Scope and Plan, a Target Physics Design Document, a Laser Design Cost Basis Document, a Functional Requirements Document, an Experimental Plan for Indirect Drive Ignition, and a Preliminary Hazards Analysis (PHA) Document. DOE used the PHA to categorize the NIF as a low-hazard, non-nuclear facility. On October 21, 1994 the Secretary of Energy issued a Key Decision One (KD1) for the NIF, which approved the Project and authorized DOE to request Office of Management and Budget-approval for congressional line-item FY 1996 NIF funding for preliminary engineering design and for National Environmental Policy Act activities. In addition, the Secretary declared Livermore as the preferred site for constructing the NIF. The Project will cost approximately $1.1 billion and will be completed at the end of FY 2002

Conceptualizations on Innovation Competency in a Problem- and Project-Based Learning Curriculum

DEFF Research Database (Denmark)

Zhang, Fenzhi; Kolmos, Anette; de Graaff, Erik

2013-01-01

Understanding innovation competency is the first step in fostering innovative engineers as conceptualizations can both enhance and inhibit innovative behaviors. Though literature is replete with discussions on conceptualizing innovation competency, there is much disagreement regarding its concepts...... identified by analyzing the narratives of interviewees and coding the transcriptions into pre-prepared categories, based on the theoretical framework inspired by activity theory. The analysis of empirical data indicates a collaborative nature of innovation competency in the PBL curriculum; emphasizes...

DynaLearn-An Intelligent Learning Environment for Learning Conceptual Knowledge

NARCIS (Netherlands)

Bredeweg, Bert; Liem, Jochem; Beek, Wouter; Linnebank, Floris; Gracia, Jorge; Lozano, Esther; Wißner, Michael; Bühling, René; Salles, Paulo; Noble, Richard; Zitek, Andreas; Borisova, Petya; Mioduser, David

2013-01-01

Articulating thought in computerbased media is a powerful means for humans to develop their understanding of phenomena. We have created DynaLearn, an intelligent learning environment that allows learners to acquire conceptual knowledge by constructing and simulating qualitative models of how systems

Unconscious phantasy: Some historical and conceptual dimensions.

Science.gov (United States)

Bell, David

2017-06-01

This paper seeks firstly to grasp both conceptually and historically the different phenomenologies that are captured by the term 'Unconscious Phantasy'. The term is shown to refer to a number of distinct though overlapping conceptual domains. These include: phantasy as scene, phantasy as representation of drive, phantasy as representation of wish as its fulfilment, phantasy as split off activity of the mind functioning under the aegis of the pleasure principle; phantasy as representation of the minds own activities (which Wollheim calls' the way "the mind represents its own activities to itself''). Lastly unconscious phantasy is understood as being the basic foundation of all mental life, including drives, impulses, all anxiety situations and defences. Having mapped out this territory through following the development of the concept in the work of Freud and Klein, the author draws on the work of the philosopher Richard Wollheim who, the author contends, has made a fundamental contribution to our conceptual understanding of unconscious phantasy. In the last section of the paper, the author draws a distinction between what he terms 'objects' (namely psychic objects) and what he terms 'facts'. It is suggested that this distinction, though implicit in much of our work, benefits from being made explicit and that in so doing an important dimension of analytic work is illuminated. We aim to help the patient to discover what he is like, to understand the ways in which he conceives and misconceives himself, to unravel the fact-ness of himself and his world from its 'object qualities', to differentiate between unconscious phantasy and reality. Copyright © 2017 Institute of Psychoanalysis.

Experiencing conceptual change about teaching: A case study from astronomy

Science.gov (United States)

Bailey, Janelle M.; Nagamine, Kentaro

2012-06-01

Understanding faculty motivations for and barriers to change is an important component of facilitating instructional reform efforts to improve student learning. This case study describes the process of adoption of learner-centered instructional strategies by an astronomy faculty member, Ken, as viewed through the lens of conceptual change. Specifically, we applied the Cognitive Reconstruction of Knowledge Model (CRKM) to understand why Ken was willing to change his instructional strategies, what barriers to and supports for change existed, and how he and his students were impacted by this change. Ken's statements and actions represented characteristics consistent with the CRKM. Notably, dissatisfaction, considered the primary motivator in many conceptual change models, was not of high importance in this case. Upon implementing learner-centered strategies, Ken's students performed better on a measure of knowledge about stellar properties, which served to reinforce his motivation to continue with learner-centered methods.

An Empirical Review of the Connection Between Model Viewer Characteristics and the Comprehension of Conceptual Process Models

NARCIS (Netherlands)

Mendling, Jan; Recker, Jan; Reijers, Hajo A.; Leopold, Henrik

2018-01-01

Understanding conceptual models of business domains is a key skill for practitioners tasked with systems analysis and design. Research in this field predominantly uses experiments with specific user proxy cohorts to examine factors that explain how well different types of conceptual models can be

Conceptualizing the Linkages between Diversity Experiences and Moral Development

Science.gov (United States)

Engberg, Mark E.; Porter, Kamaria B.

2013-01-01

The purpose of this article is to advance an understanding of how diversity experiences can potentially foster moral development among college students. An overview of the research linking diversity experiences to moral development is discussed, followed by a presentation of a conceptual framework that demonstrates the nuances and challenges in…

Organic Molecular Solids

CERN Document Server

Schwoerer, Marcus

2007-01-01

This is the first comprehensive textbook on the physical aspects of organic solids. All phenomena which are necessary in order to understand modern technical applications are being dealt with in a way which makes the concepts of the topics accessible for students. The chapters - from the basics, production and characterization of organic solids and layers to organic semiconductors, superconductors and opto-electronical applications - have been arranged in a logical and well thought-out order.

Effect of a Diagram on Primary Students' Understanding About Electric Circuits

Science.gov (United States)

Preston, Christine Margaret

2017-09-01

This article reports on the effect of using a diagram to develop primary students' conceptual understanding about electric circuits. Diagrammatic representations of electric circuits are used for teaching and assessment despite the absence of research on their pedagogical effectiveness with young learners. Individual interviews were used to closely analyse Years 3 and 5 (8-11-year-old) students' explanations about electric circuits. Data was collected from 20 students in the same school providing pre-, post- and delayed post-test dialogue. Students' thinking about electric circuits and changes in their explanations provide insights into the role of diagrams in understanding science concepts. Findings indicate that diagram interaction positively enhanced understanding, challenged non-scientific views and promoted scientific models of electric circuits. Differences in students' understanding about electric circuits were influenced by prior knowledge, meta-conceptual awareness and diagram conventions including a stylistic feature of the diagram used. A significant finding that students' conceptual models of electric circuits were energy rather than current based has implications for electricity instruction at the primary level.

Regime transitions in near-surface temperature inversions : a conceptual model

NARCIS (Netherlands)

van de Wiel, B.J.H.; Vignon, E.; Baas, P.; Bosveld, F.C.; de Roode, S.R.; Moene, A.F.; Genthon, C.; van der Linden, Steven J.A.; van Hooft, J. Antoon; van Hooijdonk, I.G.S.

2017-01-01

A conceptual model is used in combination with observational analysis to understand regime transitions of near-surface temperature inversions at night as well as in Arctic conditions. The model combines a surface energy budget with a bulk parameterization for turbulent heat transport. Energy fluxes

Contrasts between channels and backwaters in a large, floodplain river: Testing our understanding of nutrient cycling, phytoplankton abundance, and suspended solids dynamics

Science.gov (United States)

Houser, Jeff N.

2016-01-01

In floodplain rivers, variability in hydraulic connectivity interacts with biogeochemistry to determine the distribution of suspended and dissolved substances. Nutrient, chlorophyll a, and suspended solids data spanning longitudinal (5 study reaches across 1300 river km), lateral (main channel and backwaters), and temporal (1994–2011) gradients in the Upper Mississippi River (UMR) were used to examine the extent to which observed differences between the main channel and backwaters were consistent with expectations based on current understanding of biogeochemical processes in large rivers. For N and P, the results largely conformed to expectations. N concentrations were greater in the main channel than in the backwaters in 82 to 96% of the observations across river reaches. Maximum TP concentrations generally occurred in backwaters during summer, when backwater TP often exceeded that of the main channel. Flux of P from sediments may be a substantial source of water-column P in UMR backwaters in summer. The data for suspended solids and chlorophyll a suggest that some refinements are needed of our understanding of ecosystem processes in large rivers. During low-discharge conditions, concentrations of inorganic suspended solids often were greater in backwaters than in the main channel, suggesting the importance of sediment resuspension. Chlorophyll a concentrations were usually greater in backwaters than in the main channel, but exceptions indicate that phytoplankton abundance in the main channel of the UMR can sometimes be greater than is typically expected for large rivers.

Understanding Translation

DEFF Research Database (Denmark)

Schjoldager, Anne Gram; Gottlieb, Henrik; Klitgård, Ida

Understanding Translation is designed as a textbook for courses on the theory and practice of translation in general and of particular types of translation - such as interpreting, screen translation and literary translation. The aim of the book is to help you gain an in-depth understanding...... of the phenomenon of translation and to provide you with a conceptual framework for the analysis of various aspects of professional translation. Intended readers are students of translation and languages, but the book will also be relevant for others who are interested in the theory and practice of translation...... - translators, language teachers, translation users and literary, TV and film critics, for instance. Discussions focus on translation between Danish and English....

Interacting Conceptual Spaces

OpenAIRE

Bolt, Josef; Coecke, Bob; Genovese, Fabrizio; Lewis, Martha; Marsden, Daniel; Piedeleu, Robin

2016-01-01

We propose applying the categorical compositional scheme of [6] to conceptual space models of cognition. In order to do this we introduce the category of convex relations as a new setting for categorical compositional semantics, emphasizing the convex structure important to conceptual space applications. We show how conceptual spaces for composite types such as adjectives and verbs can be constructed. We illustrate this new model on detailed examples.

Exploring the solid-form landscape of pharmaceutical hydrates

DEFF Research Database (Denmark)

Raijada, Dharaben Kaushikkumar; Bond, Andrew; Larsen, Flemming Hofmann

2013-01-01

To understand the transformation pathways amongst anhydrate/hydrate solid forms of sodium naproxen and to highlight the importance of a polymorphic dihydrate within this context.......To understand the transformation pathways amongst anhydrate/hydrate solid forms of sodium naproxen and to highlight the importance of a polymorphic dihydrate within this context....

Comments on the Objective of Financial Reporting in the Proposed New Conceptual Framework

OpenAIRE

Przemysław KABALSKI

2009-01-01

This paper aims to present the first section of the proposed (by International Accounting Standards Board and Financial Accounting Standards Board) new conceptual framework dealing with the objectives of financial reporting. The author presents and explains the proposed solutions. He places them in a broader context, which facilitates their understanding, critical analysis and forming of an opinion. This paper seeks to contribute to the discussion on the new conceptual framework for financial...

Conceptual Frameworks for Child Care Decision-Making. White Paper

Science.gov (United States)

Chaudry, Ajay; Henly, Julia; Meyers, Marcia

2010-01-01

This working paper is one in a series of projects initiated by the Administration for Children and Families (ACF) to improve knowledge for child care researchers and policy makers about parental child care decision making. In this paper, the authors identify three distinct conceptual frameworks for understanding child care decisions--a rational…

Understanding cities as social-ecological systems

CSIR Research Space (South Africa)

Du Plessis, C

2008-09-01

Full Text Available This paper builds on earlier ecological approaches to urban development, as well as more recent thinking in the fields of sustainability science, resilience thinking and complexity theory, to propose a conceptual framework for understanding cities...

A Generational Approach to Understanding Students

Science.gov (United States)

Coomes, Michael D.; DeBard, Robert

2004-01-01

This chapter establishes the conceptual framework for understanding the Millennial generation by presenting a theoretical model of generational succession that demonstrates the value of studying how the values of one generation interact with and are influenced by others.

Conceptual Model of Quantities, Units, Dimensions, and Values

Science.gov (United States)

Rouquette, Nicolas F.; DeKoenig, Hans-Peter; Burkhart, Roger; Espinoza, Huascar

2011-01-01

JPL collaborated with experts from industry and other organizations to develop a conceptual model of quantities, units, dimensions, and values based on the current work of the ISO 80000 committee revising the International System of Units & Quantities based on the International Vocabulary of Metrology (VIM). By providing support for ISO 80000 in SysML via the International Vocabulary of Metrology (VIM), this conceptual model provides, for the first time, a standard-based approach for addressing issues of unit coherence and dimensional analysis into the practice of systems engineering with SysML-based tools. This conceptual model provides support for two kinds of analyses specified in the International Vocabulary of Metrology (VIM): coherence of units as well as of systems of units, and dimension analysis of systems of quantities. To provide a solid and stable foundation, the model for defining quantities, units, dimensions, and values in SysML is explicitly based on the concepts defined in VIM. At the same time, the model library is designed in such a way that extensions to the ISQ (International System of Quantities) and SI Units (Systeme International d Unites) can be represented, as well as any alternative systems of quantities and units. The model library can be used to support SysML user models in various ways. A simple approach is to define and document libraries of reusable systems of units and quantities for reuse across multiple projects, and to link units and quantity kinds from these libraries to Unit and QuantityKind stereotypes defined in SysML user models.

ITE CHARACTERIZATION TO SUPPORT CONCEPTUAL MODEL DEVELOPMENT FOR SUBSURFACE RADIONUCLIDE TRANSPORT

Science.gov (United States)

Remediation of radionuclide contaminants in ground water often begins with the development of conceptual and analytical models that guide our understanding of the processes controlling radionuclide transport. The reliability of these models is often predicated on the collection o...

Do Children Understand Fraction Addition?

Science.gov (United States)

Braithwaite, David W.; Tian, Jing; Siegler, Robert S.

2017-01-01

Many children fail to master fraction arithmetic even after years of instruction. A recent theory of fraction arithmetic (Braithwaite, Pyke, & Siegler, in press) hypothesized that this poor learning of fraction arithmetic procedures reflects poor conceptual understanding of them. To test this hypothesis, we performed three experiments…

MOMENTS OF MEETING: THE RELEVANCE OF LOU SANDER'S AND DAN STERN'S CONCEPTUAL FRAMEWORK FOR UNDERSTANDING THE DEVELOPMENT OF PATHOLOGICAL SOCIAL RELATEDNESS.

Science.gov (United States)

Gaensbauer, Theodore J

2016-01-01

Lou Sander and Dan Stern made seminal contributions to our understanding of early child development, particularly in regard to the moment-to-moment intersubjective exchanges and mutual sensitivity that are at the core of the caregiver-infant relationship. Although their own studies focused primarily on the ways in which children's intersubjective experiences of mutual attunement lead to adaptive social relatedness and validate a healthy sense of self, this article focuses on the applicability of their theoretical conceptions to the development of pathological social relations. It explores the premise that the emotional validation derived from recurrent intersubjective experiences of mutual attunement involving negative affects can be as emotionally compelling from the child's standpoint as that derived from positive exchanges. Children's needs to recreate unhealthy, but affectively meaningful, moments with their caregivers can lead to ingrained, automatically operating pathological patterns of social behavior and affective expression that can take on a life of their own and strongly shape the child's subsequent socioemotional functioning. Following an overview of Sander's and Stern's conceptual thinking, developmental research and clinical case material will be utilized to illustrate how their work can enrich our understanding of developmental processes that can contribute to a number of emotion-specific, early relational disturbances. © 2016 Michigan Association for Infant Mental Health.

Using inquiry-based instruction with Web-based data archives to facilitate conceptual change about tides among preservice teachers

Science.gov (United States)

Ucar, Sedat

The purpose of this mixed methods study was to describe and understand preservice teachers' conceptions of tides and to explore an instructional strategy that might promote the learning of scientific concepts. The participants were preservice teachers in three initial licensure programs. A total of 80 graduate students, in secondary, middle, and early childhood education programs completed a multiple choice assessment of their knowledge of tides-related concepts. Thirty of the 80 participants were interviewed before the instruction. Nineteen of the 30 students who were interviewed also participated in the instruction and were interviewed after the instruction. These 19 students also completed both the pre-test and 18 of them completed the post-test on tides and related content. Data regarding the participants' conceptual understandings of tides were collected before and after the instruction using both qualitative and quantitative data collection methods. A multiple choice pre-test was developed by the researcher. The same test was used before and after the instructional intervention. Structured interviews were conducted with participants before and after instruction. In addition to interviews, participants were asked to write a short journal after instruction. The constant comparative method was used to analyze the qualitative data. Preservice teachers' conceptual understandings of tides were categorized under six different types of conceptual understandings. Before the instruction, all preservice teachers held alternative or alternative fragments as their types of conceptual understandings of tides, and these preservice teachers who held alternative conceptions about tides were likely to indicate that there is one tidal bulge on Earth. They tried to explain this one tidal bulge using various alternative conceptions. After completing an inquiry-based and technology-enhanced instruction of tides, preservice teachers were more likely to hold a scientific conceptual

Measuring the development of conceptual understanding in chemistry

Science.gov (United States)

Claesgens, Jennifer Marie

The purpose of this dissertation research is to investigate and characterize how students learn chemistry from pre-instruction to deeper understanding of the subject matter in their general chemistry coursework. Based on preliminary work, I believe that students have a general pathway of learning across the "big ideas," or concepts, in chemistry that can be characterized over the course of instruction. My hypothesis is that as students learn chemistry they build from experience and logical reasoning then relate chemistry specific ideas in a pair-wise fashion before making more complete multi-relational links for deeper understanding of the subject matter. This proposed progression of student learning, which starts at Notions, moves to Recognition, and then to Formulation, is described in the ChemQuery Perspectives framework. My research continues the development of ChemQuery, an NSF-funded assessment system that uses a framework of the key ideas in the discipline and criterion-referenced analysis using item response theory (IRT) to map student progress. Specifially, this research investigates the potential for using criterion-referenced analysis to describe and measure how students learn chemistry followed by more detailed task analysis of patterns in student responses found in the data. My research question asks: does IRT work to describe and measure how students learn chemistry and if so, what is discovered about how students learn? Although my findings seem to neither entirely support nor entirely refute the pathway of student understanding proposed in the ChemQuery Perspectives framework. My research does provide an indication of trouble spots. For example, it seems like the pathway from Notions to Recognition is holding but there are difficulties around the transition from Recognition to Formulation that cannot be resolved with this data. Nevertheless, this research has produced the following, which has contributed to the development of the Chem

Contemporary Conceptual Approaches in Fluvial Geomorphology

Directory of Open Access Journals (Sweden)

Mônica dos Santos Marçal

2016-06-01

Full Text Available Contemporary fluvial geomorphology faces challenging questions, especially as it goes by understanding the Late Holocene/Anthropocene period, which has repercussions today and are intrinsically important to understand the human river disturbance. Given the scale that physical rates operate in complex river systems, two conceptual paths were developed to analyze the spatial and temporal organization. The network view emphasizes controls on catchment-scale and a reach approach focuses on discontinuity and local controls. Fluvial geomorphology has seek to understand the organization of complex river systems from the integrated view of the continuity and discontinuity paradigm. This integrated approach has stimulated within the geomorphology, the emergence of new theoretical-methodological instruments. It is recognized that rivers management is an ongoing process, part of the socio-cultural development, which refers to both a social movement and scientific exercise.

Exploring Indigenous Game-Based Physics Activities in Pre-Service Physics Teachers' Conceptual Change and Transformation of Epistemic Beliefs

Science.gov (United States)

Morales, Marie Paz Escaño

2017-01-01

"Laro-ng-Lahi" (Indigenous Filipino game) based physics activities invigorated the integration of culture in the pre-service physics education to develop students' epistemic beliefs and the notion of conceptual understanding through conceptual change. The study conveniently involved 28 pre-service undergraduate physics students enrolled…

Comments on the Objective of Financial Reporting in the Proposed New Conceptual Framework

Directory of Open Access Journals (Sweden)

Przemysław KABALSKI

2009-11-01

Full Text Available This paper aims to present the first section of the proposed (by International Accounting Standards Board and Financial Accounting Standards Board new conceptual framework dealing with the objectives of financial reporting. The author presents and explains the proposed solutions. He places them in a broader context, which facilitates their understanding, critical analysis and forming of an opinion. This paper seeks to contribute to the discussion on the new conceptual framework for financial reporting

5 Indicators of Decimal Understandings

Science.gov (United States)

Cramer, Kathleen; Monson, Debra; Ahrendt, Sue; Colum, Karen; Wiley, Bethann; Wyberg, Terry

2015-01-01

The authors of this article collaborated with fourth-grade teachers from two schools to support implementation of a research-based fraction and decimal curriculum (Rational Number Project: Fraction Operations and Initial Decimal Ideas). Through this study, they identified five indicators of rich conceptual understanding of decimals, which are…

Conceptual structures in practice

CERN Document Server

Hitzler, Pascal

2009-01-01

Exploring fundamental research questions, Conceptual Structures in Practice takes you through the basic yet nontrivial task of establishing conceptual relations as the foundation for research in knowledge representation and knowledge mining. It includes contributions from leading researchers in both the conceptual graph and formal concept analysis (FCA) communities.This accessible, self-contained book begins by providing the formal background in FCA and conceptual graphs. It then describes various software tools for analysis and computation, including the ToscanaJ suite. Written by the origina

Conceptualization of the Relationship between Brand Equity and Purchase Behavior

OpenAIRE

Ogunnaike, Olaleke Olusye; Kehinde, Oladele Joseph; Omoyayi, Oluwadamilola Oluwatosin; Popoola, Oluwamakinde Oluwamayowa; Amoruwa, Andrew

2017-01-01

Assessing the customer perspective of brand equity will provide deep understanding of how brands influence purchase behaviour of customers. The purpose of this paper is to formulate a conceptual framework that will provide an understanding of the relationship existing between the elements of brand equity and that of purchase behaviour. The adoption of Aaker’s brand equity model will serve as a guide for conceiving associations between brand equity and purchase behaviour for this study. Litera...

Investigation of a reflective pedagogy to encourage pre-service physics teachers to explore argumentation as an aid to conceptual understanding

International Nuclear Information System (INIS)

Lancaster, G.; Cooper, R.

2015-01-01

An emerging focus of recent science education research advocates the benefits of using argumentation as an approach in which teachers can better engage students in a more authentic experience of the epistemic work of scientists (Bricker and Bell, 2008). Logical argument and critical thinking are considered essential skills for an effective and successful undertaking of scientific inquiry and analysis. Early research suggests the practise of encouraging students to engage in scientific discourse in the classroom (Kuhn, 2010) can provide rich experiences for students and teachers to hone their cognitive abilities. This paper explores the use of critical ‘discussion problems’ purposefully designed for pre-service physics teachers to investigate their own alternative conceptual understandings of key physics ideas. It also discusses how these problems are then used to generate classroom discourse which focuses on the importance of developing effective pedagogical content knowledge (See Shulman, 1986 for a detailed explanation of pedagogical content knowledge) rather than just mastery of scientific content and its mathematical applications. Further, the paper will detail a preliminary study in which pre-service physics teachers were introduced to a number of discussion problems via an online learning environment and asked to first consider the problem and post a solution in isolation from their peers. A considerable challenge was persuading the pre-service teachers to resist the common practice of “Googling the answer” via the internet before posting their solution attempt. Although most students initially appeared to believe that posting “the correct” answer was the main task objective, the vast majority eventually came to realise that discussing the range of un researched solutions was much more beneficial for their conceptual understanding and professional practice. Over time, this approach generally encouraged students to post original ideas and to be

Investigation of a reflective pedagogy to encourage pre-service physics teachers to explore argumentation as an aid to conceptual understanding

Science.gov (United States)

Lancaster, Greg; Cooper, Rebecca

2016-05-01

An emerging focus of recent science education research advocates the benefits of using argumentation as an approach in which teachers can better engage students in a more authentic experience of the epistemic work of scientists (Bricker and Bell, 2008). Logical argument and critical thinking are considered essential skills for an effective and successful undertaking of scientific inquiry and analysis. Early research suggests the practise of encouraging students to engage in scientific discourse in the classroom (Kuhn, 2010) can provide rich experiences for students and teachers to hone their cognitive abilities. This paper explores the use of critical `discussion problems' purposefully designed for pre-service physics teachers to investigate their own alternative conceptual understandings of key physics ideas. It also discusses how these problems are then used to generate classroom discourse which focuses on the importance of developing effective pedagogical content knowledge (See Shulman, 1986 for a detailed explanation of pedagogical content knowledge) rather than just mastery of scientific content and its mathematical applications. Further, the paper will detail a preliminary study in which pre-service physics teachers were introduced to a number of discussion problems via an online learning environment and asked to first consider the problem and post a solution in isolation from their peers. A considerable challenge was persuading the pre-service teachers to resist the common practice of "Googling the answer" via the internet before posting their solution attempt. Although most students initially appeared to believe that posting "the correct" answer was the main task objective, the vast majority eventually came to realise that discussing the range of unresearched solutions was much more beneficial for their conceptual understanding and professional practice. Over time, this approach generally encouraged students to post original ideas and to be less influenced

Governing the quality and safety of healthcare: A conceptual framework.

Science.gov (United States)

Brown, Alison; Dickinson, Helen; Kelaher, Margaret

2018-04-01

Recent research has advanced understanding of corporate governance of healthcare quality, highlighting the need for future empirical work to develop beyond a focus on board composition to a more detailed exploration of the internal workings of governance that influence board engagement and activities. This paper proposes a conceptual framework to guide empirical research examining the work of board and senior management in governing healthcare quality. To generate this framework, existing conceptual approaches and key constructs influencing effectiveness are identified in the governance literature. Commonalities between governance and team effectiveness literature are mapped and suggest a number of key constructs in the team effectiveness literature are applicable to, but not yet fully explored, within the governance literature. From these we develop a healthcare governance conceptual framework encompassing both literatures, that outlines input and mediating factors influencing governance. The mapping process highlights gaps in research related to board dynamics and external influences that require further investigation. Organizing the multiple complex factors that influence governance of healthcare quality in a conceptual framework brings a new perspective to structuring theory-led research and informing future policy initiatives. Copyright © 2018 Elsevier Ltd. All rights reserved.

Final Report: Conceptual Design of an Electron Accelerator for Bio-Solid Waste Treatment

Energy Technology Data Exchange (ETDEWEB)

Cooper, Charles [Fermi National Accelerator Lab. (FNAL), Batavia, IL (United States)

2017-09-20

Several studies have identified electron beam (EB) irradiation of municipal wastewater and bio-solids as an effective and promising approach to the environmental remediation of the enormous quantities of human waste created by a growing world-wide population and increased urbanization. However, despite the technical success of experimental and pilot programs over the last several decades, the technique is still not in commercial use anywhere in the world. In addition, the report also identifies the need for “Financial and infrastructure participation from a utility for demonstration project” and “Education and awareness of safety of utilizing electron beam technology” as two additional roadblocks preventing technology adoption of EB treatment for bio-solids. In this concept design, we begin to address these barriers by working with Metropolitan Water Reclamation District of Greater Chicago (MWRD) and by the applying the latest accelerator technologies developed at Fermilab and within the DOE Office of Science laboratory complex.

Redefining ‘Employability’ as something to be achieved: utilising Tronto’s conceptual framework of care to refocus the debate

OpenAIRE

Reid, James

2016-01-01

Purpose – This paper contributes to a broader understanding of the complexity in relationships of power and responsibility in employability in Higher Education contexts and posits a conceptual framework for employability as a process, something to be achieved. \\ud \\ud Design/methodology/approach – This conceptual paper arises from experience of and research into placement practices and draws upon Joan Tronto’s feminist epistemology (1993, 2012) to argue for a critical understanding of employa...

A Good Name and Great Riches: Rebranding Solid State Physics for the National Laboratories

Science.gov (United States)

Martin, Joseph

2012-03-01

In 1943 Oliver Buckley, lamenting the inadequacy of term ``physics'' to evoke what physicists did, quoted the proverb, ``A good name is rather to be chosen than great riches.'' Some forty years later, solid state physicists confronted similar discontent with their name, precipitating the rise of the appellation ``condensed matter physics.'' Ostensibly a rebranding of a well-established field, the change signaled deeper conceptual and institutional realignment. Whereas ``solid state'' emerged in the 1940s in the service of institutional aims, ``condensed matter'' more accurately captured a distinct set of theoretical and experimental approaches. Reimagining the field around core conceptual approaches set condensed matter apart from the inchoate field of materials science, which subsumed a growing proportion of solid state funding and personnel through the 1980s. Federally funded research installations were the source of ``great riches'' for scientific research. The DOE National Laboratory System and the DARPA network of Interdisciplinary Laboratories, given their responsiveness to shifts in national funding priorities, provide a sensitive historical instrument through which to trace the transition from solid state to condensed matter. The reorganization of solid state in response to the evolution of national priorities and funding practices precipitated a sharpening of the field's intellectual mission. At the same time, it reflected the difficulties solid state faced articulating its intellectual--as opposed to technological--merit. The proverb continues, `` and loving favor rather than silver and gold.'' The adoption of a name that emphasized intellectual cohesion and associated social esteem exposed the growing tension between technology-oriented national funding goals for materials research and condensed matter physics' ascendant intellectual identity.

Food, health, and complexity: towards a conceptual understanding to guide collaborative public health action

Directory of Open Access Journals (Sweden)

Shannon E. Majowicz

2016-06-01

Full Text Available Abstract Background What we eat simultaneously impacts our exposure to pathogens, allergens, and contaminants, our nutritional status and body composition, our risks for and the progression of chronic diseases, and other outcomes. Furthermore, what we eat is influenced by a complex web of drivers, including culture, politics, economics, and our built and natural environments. To date, public health initiatives aimed at improving food-related population health outcomes have primarily been developed within ‘practice silos’, and the potential for complex interactions among such initiatives is not well understood. Therefore, our objective was to develop a conceptual model depicting how infectious foodborne illness, food insecurity, dietary contaminants, obesity, and food allergy can be linked via shared drivers, to illustrate potential complex interactions and support future collaboration across public health practice silos. Methods We developed the conceptual model by first conducting a systematic literature search to identify review articles containing schematics that depicted relationships between drivers and the issues of interest. Next, we synthesized drivers into a common model using a modified thematic synthesis approach that combined an inductive thematic analysis and mapping to synthesize findings. Results The literature search yielded 83 relevant references containing 101 schematics. The conceptual model contained 49 shared drivers and 227 interconnections. Each of the five issues was connected to all others. Obesity and food insecurity shared the most drivers (n = 28. Obesity shared several drivers with food allergy (n = 11, infectious foodborne illness (n = 7, and dietary contamination (n = 6. Food insecurity shared several drivers with infectious foodborne illness (n = 9 and dietary contamination (n = 9. Infectious foodborne illness shared drivers with dietary contamination (n = 8. Fewer drivers were

Conceptual Principles of Quality of Life: An Empirical Exploration

Science.gov (United States)

Bramston, P.; Chipuer, H.; Pretty, G.

2005-01-01

Background: Quality of life is a popular measure of outcomes and its widespread use has led to recent calls for a better understanding of the construct, emphasizing the need to build a substantial body of knowledge around what determines perceptions of life quality. Three widely reported and used conceptual principles are examined in this study.…

Chemistry Misconceptions Associated with Understanding Calcium and Phosphate Homeostasis

Science.gov (United States)

Cliff, William H.

2009-01-01

Successful learning of many aspects in physiology depends on a meaningful understanding of fundamental chemistry concepts. Two conceptual diagnostic questions measured student understanding of the chemical equilibrium underlying calcium and phosphate homeostasis. One question assessed the ability to predict the change in phosphate concentration…

Primary School Teachers' Understanding of Science Process Skills in Relation to Their Teaching Qualifications and Teaching Experience

Science.gov (United States)

Shahali, Edy H. M.; Halim, Lilia; Treagust, David F.; Won, Mihye; Chandrasegaran, A. L.

2017-04-01

This study investigated the understanding of science process skills (SPS) of 329 science teachers from 52 primary schools selected by random sampling. The understanding of SPS was measured in terms of conceptual and operational aspects of SPS using an instrument called the Science Process Skills Questionnaire (SPSQ) with a Cronbach's alpha reliability of 0.88. The findings showed that the teachers' conceptual understanding of SPS was much weaker than their practical application of SPS. The teachers' understanding of SPS differed by their teaching qualifications but not so much by their teaching experience. Emphasis needs to be given to both conceptual and operational understanding of SPS during pre-service and in-service teacher education to enable science teachers to use the skills and implement inquiry-based lessons in schools.

Conceptualizing neurodevelopmental disorders through a mechanistic understanding of fragile X syndrome and Williams syndrome.

Science.gov (United States)

Fung, Lawrence K; Quintin, Eve-Marie; Haas, Brian W; Reiss, Allan L

2012-04-01

The overarching goal of this review is to compare and contrast the cognitive-behavioral features of fragile X syndrome (FraX) and Williams syndrome and to review the putative neural and molecular underpinnings of these features. Information is presented in a framework that provides guiding principles for conceptualizing gene-brain-behavior associations in neurodevelopmental disorders. Abnormalities, in particular cognitive-behavioral domains with similarities in underlying neurodevelopmental correlates, occur in both FraX and Williams syndrome including aberrant frontostriatal pathways leading to executive function deficits, and magnocellular/dorsal visual stream, superior parietal lobe, inferior parietal lobe, and postcentral gyrus abnormalities contributing to deficits in visuospatial function. Compelling cognitive-behavioral and neurodevelopmental contrasts also exist in these two disorders, for example, aberrant amygdala and fusiform cortex structure and function occurring in the context of contrasting social behavioral phenotypes, and temporal cortical and cerebellar abnormalities potentially underlying differences in language function. Abnormal dendritic development is a shared neurodevelopmental morphologic feature between FraX and Williams syndrome. Commonalities in molecular machinery and processes across FraX and Williams syndrome occur as well - microRNAs involved in translational regulation of major synaptic proteins; scaffolding proteins in excitatory synapses; and proteins involved in axonal development. Although the genetic variations leading to FraX and Williams syndrome are different, important similarities and contrasts in the phenotype, neurocircuitry, molecular machinery, and cellular processes in these two disorders allow for a unique approach to conceptualizing gene-brain-behavior links occurring in neurodevelopmental disorders.

Tumor heterogeneity and progression: conceptual foundations for modeling.

Science.gov (United States)

Greller, L D; Tobin, F L; Poste, G

1996-01-01

A conceptual foundation for modeling tumor progression, growth, and heterogeneity is presented. The purpose of such models is to aid understanding, test ideas, formulate experiments, and to model cancer 'in machina' to address the dynamic features of tumor cell heterogeneity, progression, and growth. The descriptive capabilities of such an approach provides a consistent language for qualitatively reasoning about tumor behavior. This approach provides a schema for building conceptual models that combine three key phenomenological driving elements: growth, progression, and genetic instability. The growth element encompasses processes contributing to changes in tumor bulk and is distinct from progression per se. The progression element subsumes a broad collection of processes underlying phenotypic progression. The genetics elements represents heritable changes which potentially affect tumor character and behavior. Models, conceptual and mathematical, can be built for different tumor situations by drawing upon the interaction of these three distinct driving elements. These models can be used as tools to explore a diversity of hypotheses concerning dynamic changes in cellular populations during tumor progression, including the generation of intratumor heterogeneity. Such models can also serve to guide experimentation and to gain insight into dynamic aspects of complex tumor behavior.

A Unifying Conceptual Model of Entrepreneurial Management - A Discussion and Elaboration of Stevenson's Understanding of Entrepreneurial Management

DEFF Research Database (Denmark)

Senderovitz, Martin

This article offers a systematic analysis and synthesis of the area of entrepreneurial management. Through a presentation of two main perspectives on entrepreneurial management and a newly developed unifying conceptual entrepreneurial management model, the paper discusses a number of theoretical...

On the Conceptual Understanding of the Photoelectric Effect

Science.gov (United States)

Foong, S. K.; Lee, P.; Wong, D.; Chee, Y. P.

2010-07-01

We attempt an in-depth literature review that focuses on some finer aspects of the photoelectric effect that will help build a more coherent understanding of the phenomenon. These include the angular distribution of photoelectrons, multi-photon photoelectron emission and the work function in the photoelectric equation as being that associated with the collector rather than the emitter. We attempt to explain the intricacies of the related concepts in a way that is accessible to teachers and students at the Singapore GCE A-level or pre-university level.

Using Theory of Mind to Promote Conceptual Change in Science

Science.gov (United States)

Kyriakopoulou, Natassa; Vosniadou, Stella

2014-01-01

We argue that learning science requires children to move from perceptually based representations to more abstract conceptual representations and to understand that appearance may sometimes deceive us and that the same phenomenon in the world can have more than one representation when seen from different perspectives. We also argue that the…

On the conceptual foundations of psychological measurement

International Nuclear Information System (INIS)

Maul, Andrew; Wilson, Mark; Irribarra, David Torres

2013-01-01

Measurement has long been an important element of epistemology in the physical sciences and natural philosophy. More recently, the psychological sciences have developed a variety of techniques that purport to be instances of measurement as well. However, it is not clear how the understanding of measurement invoked in psychological science applications accords with the understanding of measurement found in other scientific disciplines. A sharper focus on conceptual clarity and coherence across the psychological and physical sciences has the potential to add a great deal to efforts to improve such practices. In this paper, we argue that it is possible to formulate a philosophically coherent account of how measurement works in both the physical and the human sciences

On the conceptual foundations of psychological measurement

Science.gov (United States)

Maul, Andrew; Wilson, Mark; Torres Irribarra, David

2013-09-01

Measurement has long been an important element of epistemology in the physical sciences and natural philosophy. More recently, the psychological sciences have developed a variety of techniques that purport to be instances of measurement as well. However, it is not clear how the understanding of measurement invoked in psychological science applications accords with the understanding of measurement found in other scientific disciplines. A sharper focus on conceptual clarity and coherence across the psychological and physical sciences has the potential to add a great deal to efforts to improve such practices. In this paper, we argue that it is possible to formulate a philosophically coherent account of how measurement works in both the physical and the human sciences.

Selective mutism and anxiety: a review of the current conceptualization of the disorder.

Science.gov (United States)

Sharp, William G; Sherman, Colleen; Gross, Alan M

2007-01-01

Selective mutism (SM) is a rare and interesting condition that has been associated with a wide variety of childhood psychiatric conditions. Historically viewed as more of an oddity than a distinct diagnostic entity, early conceptualizations of the condition were based largely on case studies that tended to link SM with oppositional behavior. More recently, controlled studies have enhanced our understanding of SM. This review summarizes the current conceptualization of SM, highlighting evidence supporting the notion that SM is an anxiety-related condition.

Philosophical biography : some problems of conceptualization

OpenAIRE

Polyakova, Irina

2014-01-01

This article considers the specificity of the genre of philosophical biography and brings to light its conceptual grounds. “Philosophical biography” is defined as an understanding of human life, which has received not only a literary but also a philosophical form of expression. It shows that philosophical biography has a variety of features, which limit the applications of chronology, rubrication and other principles of organizing in a linear manner the material of a biography. In this contex...

A conceptual framework that links pollinator foraging behavior to gene flow

Science.gov (United States)

In insect-pollinated crops such as alfalfa, a better understanding of how pollinator foraging behavior affects gene flow could lead to the development of management strategies to reduce gene flow and facilitate the coexistence of distinct seed-production markets. Here, we introduce a conceptual fram...

All solid state high voltage power supply for neutral beam sources

International Nuclear Information System (INIS)

Praeg, W.F.

1984-01-01

The conceptual design of a high frequency solid state, high power, high voltage, power system that reacts fast enough to be compatible with the requirements of a neutral beam source is presented. The system offers the potential of significant advantages over conventional power line frequency systems; such as high reliability, long life, relatively little maintenance requirements, compact size and modular design

Ignition and wave processes in combustion of solids

CERN Document Server

Rubtsov, Nickolai M; Alymov, Michail I

2017-01-01

This book focuses on the application of classical combustion theory to ignition and flame propagation in solid-solid and gas-solid systems. It presents experimental investigations in the areas of local ignition, filtration combustion, self-propagating high temperature synthesis and nanopowders protection. The authors highlight analytical formulas used in different areas of combustion in solids and propose an approach based on classical combustion theory. The book attempts to analyze the basic approaches to understanding of solid-solid and solid - gas combustion presented in contemporary literature in a unified approach based on classical combustion theory. .

A Conceptual Mirror

DEFF Research Database (Denmark)

Badie, Farshad

2017-01-01

The multilevel interactions between a mentor and her/his learner could exchange various conceptions between them that are supported by their own conceptualisations. Producing the own realisation of a world and developing it in the context of interactions could be said to be the most valuable prod...... will analyse the logical dependencies between learner and men- tor and will check their reflectional symmetrical relationship in a conceptual mirror. The conceptual mirror is a phenomenon that represents the meeting point of the mentor’s and the learner’s conceptual knowledge....

The intersection of disability and healthcare disparities: a conceptual framework.

Science.gov (United States)

Meade, Michelle A; Mahmoudi, Elham; Lee, Shoou-Yih

2015-01-01

This article provides a conceptual framework for understanding healthcare disparities experienced by individuals with disabilities. While health disparities are the result of factors deeply rooted in culture, life style, socioeconomic status, and accessibility of resources, healthcare disparities are a subset of health disparities that reflect differences in access to and quality of healthcare and can be viewed as the inability of the healthcare system to adequately address the needs of specific population groups. This article uses a narrative method to identify and critique the main conceptual frameworks that have been used in analyzing disparities in healthcare access and quality, and evaluating those frameworks in the context of healthcare for individuals with disabilities. Specific models that are examined include the Aday and Anderson Model, the Grossman Utility Model, the Institute of Medicine (IOM)'s models of Access to Healthcare Services and Healthcare Disparities, and the Cultural Competency model. While existing frameworks advance understandings of disparities in healthcare access and quality, they fall short when applied to individuals with disabilities. Specific deficits include a lack of attention to cultural and contextual factors (Aday and Andersen framework), unrealistic assumptions regarding equal access to resources (Grossman's utility model), lack of recognition or inclusion of concepts of structural accessibility (IOM model of Healthcare Disparities) and exclusive emphasis on supply side of the healthcare equation to improve healthcare disparities (Cultural Competency model). In response to identified gaps in the literature and short-comings of current conceptualizations, an integrated model of disability and healthcare disparities is put forth. We analyzed models of access to care and disparities in healthcare to be able to have an integrated and cohesive conceptual framework that could potentially address issues related to access to

Navigating Tensions Between Conceptual and Metaconceptual Goals in the Use of Models

Science.gov (United States)

Delgado, Cesar

2015-04-01

Science education involves learning about phenomena at three levels: concrete (facts and generalizations), conceptual (concepts and theories), and metaconceptual (epistemology) (Snir et al. in J Sci Educ Technol 2(2):373-388, 1993). Models are key components in science, can help build conceptual understanding, and may also build metaconceptual understanding. Technology can transform teaching and learning by turning models into interactive simulations that learners can investigate. This paper identifies four characteristics of models and simulations that support conceptual learning but misconstrue models and science at a metaconceptual level. Ahistorical models combine the characteristics of several historical models; they conveniently compile ideas but misrepresent the history of science (Gilbert in Int J Sci Math Educ 2(2):115-130, 2004). Teleological models explain behavior in terms of a final cause; they can lead to useful heuristics but imply purpose in processes driven by chance and probability (Talanquer in Int J Sci Educ 29(7):853-870, 2007). Epistemological overreach occurs when models or simulations imply greater certainty and knowledge about phenomena than warranted; conceptualizing nature as being well known (e.g., having a mathematical structure) poses the danger of conflating model and reality or data and theory. Finally, models are inevitably ontologically impoverished. Real-world deviations and many variables are left out of models, as models' role is to simplify. Models and simulations also lose much of the sensory data present in phenomena. Teachers, designers, and professional development designers and facilitators must thus navigate the tension between conceptual and metaconceptual learning when using models and simulations. For each characteristic, examples are provided, along with recommendations for instruction and design. Prompts for explicit reflective activities around models are provided for each characteristic

A Study of General Education Astronomy Students' Understandings of Cosmology. Part II. Evaluating Four Conceptual Cosmology Surveys: A Classical Test Theory Approach

Science.gov (United States)

Wallace, Colin S.; Prather, Edward E.; Duncan, Douglas K.

2011-01-01

This is the second of five papers detailing our national study of general education astronomy students' conceptual and reasoning difficulties with cosmology. This article begins our quantitative investigation of the data. We describe how we scored students' responses to four conceptual cosmology surveys, and we present evidence for the inter-rater…

Understanding a Firm in a Holonic Conceptual Framework

DEFF Research Database (Denmark)

Jensen, Povl Erik; Jacobsen, Peter

2005-01-01

In history, production has been organized in mainly two different ways: Hierarchical or heterarchical (as network and/or modularized). However, a third way has been introduced by using the concept a holonic system of production (Brussel, 1999). This concept is introduced and a model of a holonic...... possible unit of production, which is able to produce on its own for a period of time, is self-regulating/autonomous and can communicate with other holons. The communication between holons in and outside a firm, ex stakeholders, is shown to be a very fruitful way to understand the existence of firms...

Conceptual design and analysis of the helium cooled solid breeder blanket for CFETR

Energy Technology Data Exchange (ETDEWEB)

Chen, Hongli, E-mail: hlchen1@ustc.edu.cn; Li, Min; Lv, Zhongliang; Zhou, Guangming; Liu, Qianwen; Wang, Shuai; Wang, Xiaoliang; Zheng, Jie; Ye, Minyou

2015-10-15

Highlights: • A helium cooled solid blanket was proposed as a candidate blanket concept for CFETR. • Material selection, basic structure and gas flow scheme of the blanket were introduced. • A series of performance analyses for the blanket were summarized. - Abstract: To bridge the gap between ITER and DEMO and to realize the fusion energy in China, a fusion device Chinese Fusion Engineering Test Reactor (CFETR) was proposed and is being designed mainly to demonstrate 50–200 MW fusion power, 30–50% duty time factor, tritium self-sustained. Because of the high demand of tritium production and the realistic engineering consideration, the design of tritium breeding blanket for CFETR is a challenging work and getting special attention. As a blanket candidate, a helium cooled solid breeder blanket has been designed with the emphasis on conservative design and realistic blanket technology. This paper introduces the basic blanket scheme, including the material selection, structural design, cooling scheme and purge gas flow path. In addition, some results of neutronics, thermal-hydraulic and stress analysis are presented.

Advanced conceptual design report solid waste retrieval facility, phase I, project W-113

International Nuclear Information System (INIS)

Smith, K.E.

1994-01-01

Project W-113 will provide the equipment and facilities necessary to retrieve suspect transuranic (TRU) waste from Trench 04 of the 218W-4C burial ground. As part of the retrieval process, waste drums will be assayed, overpacked, vented, head-gas sampled, and x-rayed prior to shipment to the Phase V storage facility in preparation for receipt at the Waste Receiving and Processing Facility (WRAP). Advanced Conceptual Design (ACD) studies focused on project items warranting further definition prior to Title I design and areas where the potential for cost savings existed. This ACD Report documents the studies performed during FY93 to optimize the equipment and facilities provided in relation to other SWOC facilities and to provide additional design information for Definitive Design

Interactive Digital Storytelling: Towards a Hybrid Conceptual Approach

OpenAIRE

Spierling, Ulrike

2005-01-01

1 Introduction In this contribution, Interactive Digital Storytelling is viewed as a hybrid form of game design and cinematic storytelling for the understanding and making of future learning and entertainment applications. The paper shall present formal design models that provide a conceptual bridge between both traditional linear narrative techniques as well as agent-based emergent conversations with virtual characters. In summary, a theoretical classification of thinking models for authors ...

Advertisement Effectiveness for Print Media: A Conceptual Model

OpenAIRE

Prateek Maheshwari; Nitin Seth; Anoop Kumar Gupta

2015-01-01

The objective of present research paper is to highlight the importance of measuring advertisement effectiveness in print media and to develop a conceptual model for advertisement effectiveness. The developed model is based on dimensions on which advertisement effectiveness depends and on the dimensions which are used to measure the effectiveness. An in-depth and extensive literature review is carried out to understand the concept of advertisement effectiveness and its var...

The Policy Formation Process: A Conceptual Framework for Analysis. Ph.D. Thesis

Science.gov (United States)

Fuchs, E. F.

1972-01-01

A conceptual framework for analysis which is intended to assist both the policy analyst and the policy researcher in their empirical investigations into policy phenomena is developed. It is meant to facilitate understanding of the policy formation process by focusing attention on the basic forces shaping the main features of policy formation as a dynamic social-political-organizational process. The primary contribution of the framework lies in its capability to suggest useful ways of looking at policy formation reality. It provides the analyst and the researcher with a group of indicators which suggest where to look and what to look for when attempting to analyze and understand the mix of forces which energize, maintain, and direct the operation of strategic level policy systems. The framework also highlights interconnections, linkage, and relational patterns between and among important variables. The framework offers an integrated set of conceptual tools which facilitate understanding of and research on the complex and dynamic set of variables which interact in any major strategic level policy formation process.

Teaching Care Ethics: Conceptual Understandings and Stories for Learning

Science.gov (United States)

Rabin, Colette; Smith, Grinell

2013-01-01

An ethic of care acknowledges the centrality of the role of caring relationships in moral education. Care ethics requires a conception of "care" that differs from the quotidian use of the word. In order to teach care ethics more effectively, this article discusses four interrelated ways that teachers' understandings of care differ…

A systematic review of protocol studies on conceptual design cognition: design as search and exploration

OpenAIRE

Hay, Laura; Duffy, Alex H.B.; McTeague, Chris; Pidgeon, Laura M.; Vuletic, Tijana; Grealy, Madeleine

2017-01-01

This paper reports findings from the first systematic review of protocol studies focusing specifically on conceptual design cognition, aiming to answer the following research question: What is our current understanding of the cognitive processes involved in conceptual design tasks carried out by individual designers? We reviewed 47 studies on architectural design, engineering design and product design engineering. This paper reports 24 cognitive processes investigated in a subset of 33 studie...

Students' understandings of electrochemistry

Science.gov (United States)

O'Grady-Morris, Kathryn

Electrochemistry is considered by students to be a difficult topic in chemistry. This research was a mixed methods study guided by the research question: At the end of a unit of study, what are students' understandings of electrochemistry? The framework of analysis used for the qualitative and quantitative data collected in this study was comprised of three categories: types of knowledge used in problem solving, levels of representation of knowledge in chemistry (macroscopic, symbolic, and particulate), and alternative conceptions. Although individually each of the three categories has been reported in previous studies, the contribution of this study is the inter-relationships among them. Semi-structured, task-based interviews were conducted while students were setting up and operating electrochemical cells in the laboratory, and a two-tiered, multiple-choice diagnostic instrument was designed to identify alternative conceptions that students held at the end of the unit. For familiar problems, those involving routine voltaic cells, students used a working-forwards problem-solving strategy, two or three levels of representation of knowledge during explanations, scored higher on both procedural and conceptual knowledge questions in the diagnostic instrument, and held fewer alternative conceptions related to the operation of these cells. For less familiar problems, those involving non-routine voltaic cells and electrolytic cells, students approached problem-solving with procedural knowledge, used only one level of representation of knowledge when explaining the operation of these cells, scored higher on procedural knowledge than conceptual knowledge questions in the diagnostic instrument, and held a greater number of alternative conceptions. Decision routines that involved memorized formulas and procedures were used to solve both quantitative and qualitative problems and the main source of alternative conceptions in this study was the overgeneralization of theory

Undergraduate Mathematics Students' Understanding of the Concept of Function

Science.gov (United States)

Bardini, Caroline; Pierce, Robyn; Vincent, Jill; King, Deborah

2014-01-01

Concern has been expressed that many commencing undergraduate mathematics students have mastered skills without conceptual understanding. A pilot study carried out at a leading Australian university indicates that a significant number of students, with high tertiary entrance ranks, have very limited understanding of the concept of function,…

QFD-ANP Approach for the Conceptual Design of Research Vessels: A Case Study

Science.gov (United States)

Venkata Subbaiah, Kambagowni; Yeshwanth Sai, Koneru; Suresh, Challa

2016-10-01

Conceptual design is a subset of concept art wherein a new idea of product is created instead of a visual representation which would directly be used in a final product. The purpose is to understand the needs of conceptual design which are being used in engineering designs and to clarify the current conceptual design practice. Quality function deployment (QFD) is a customer oriented design approach for developing new or improved products and services to enhance customer satisfaction. House of quality (HOQ) has been traditionally used as planning tool of QFD which translates customer requirements (CRs) into design requirements (DRs). Factor analysis is carried out in order to reduce the CR portions of HOQ. The analytical hierarchical process is employed to obtain the priority ratings of CR's which are used in constructing HOQ. This paper mainly discusses about the conceptual design of an oceanographic research vessel using analytical network process (ANP) technique. Finally the QFD-ANP integrated methodology helps to establish the importance ratings of DRs.

A Study of General Education Astronomy Students' Understandings of Cosmology. Part III. Evaluating Four Conceptual Cosmology Surveys: An Item Response Theory Approach

Science.gov (United States)

Wallace, Colin S.; Prather, Edward E.; Duncan, Douglas K.

2012-01-01

This is the third of five papers detailing our national study of general education astronomy students' conceptual and reasoning difficulties with cosmology. In this paper, we use item response theory to analyze students' responses to three out of the four conceptual cosmology surveys we developed. The specific item response theory model we use is…

Conceptual model and procedures to assimilate production technologies of bioenergetics of residual biomass

International Nuclear Information System (INIS)

Muto Lubota, David; González Suárez, Erenio; Hernández Pérez, Gilberto; Miño Valdés, Juan Esteban

2016-01-01

The present work expose the conceptual pattern for a process of assimilation of technologies with the purpose of creating obtaining capacities of bio energy with the objective of achieving an energy insurance of the recycle of Urban Solid Residuals (RSU) in the municipality of Cabinda, Angola. The conceptual pattern is novel because it considers the south-south collaboration, and it is supported by a general procedure of assimilation of the technologies that includes in one of its steps a specify procedure for the step concerning the insurance of the chain supply that contains as additional aspect, in a novel way, the determination of the initial’s investors capacities assisting to the demand of final products as well as to the readiness of the raw materials, based in the problems of uncertainty to the future changes. Finally conclusions are elaborated with projections for the future work. (author)

A SCWR core design with a conceptual fuel assembly using a cruciform moderator

International Nuclear Information System (INIS)

Bae, Kang Mok; Joo, Hyung Kook; Lee, Hyun Chul; Noh, Jae Man; Bae, Yoon Yong

2005-01-01

A super critical water cooled reactor (SCWR) system has a potential to compete with the advanced fossil plant by achieving a high thermal efficiency up to 44% and a plant simplification by eliminating steam generators, steam dryers, steam separators, and recirculation pumps. Due to these advantages, a SCWR is considered as one of the most promising nuclear plants for the Generation-IV (Gen-IV) system. As a first step of a feasibility study a rectangular fuel assembly with a cruciform solid moderator was suggested as a conceptual assembly design at the Korea Atomic Energy Research Institute (KAERI) for the SCWR on a thermal neutron spectrum. In this paper, based on the system parameters proposed by the Gen-IV road map, a preliminary SCWR core design was performed using a conceptual assembly design focused on the power shape control, reactivity coefficients, and cladding temperature limit

Understanding and Using Mediators and Moderators

Science.gov (United States)

Wu, Amery D.; Zumbo, Bruno D.

2008-01-01

Mediation and moderation are two theories for refining and understanding a causal relationship. Empirical investigation of mediators and moderators requires an integrated research design rather than the data analyses driven approach often seen in the literature. This paper described the conceptual foundation, research design, data analysis, as…

Integrative and distinctive coding of visual and conceptual object features in the ventral visual stream.

Science.gov (United States)

Martin, Chris B; Douglas, Danielle; Newsome, Rachel N; Man, Louisa Ly; Barense, Morgan D

2018-02-02

A significant body of research in cognitive neuroscience is aimed at understanding how object concepts are represented in the human brain. However, it remains unknown whether and where the visual and abstract conceptual features that define an object concept are integrated. We addressed this issue by comparing the neural pattern similarities among object-evoked fMRI responses with behavior-based models that independently captured the visual and conceptual similarities among these stimuli. Our results revealed evidence for distinctive coding of visual features in lateral occipital cortex, and conceptual features in the temporal pole and parahippocampal cortex. By contrast, we found evidence for integrative coding of visual and conceptual object features in perirhinal cortex. The neuroanatomical specificity of this effect was highlighted by results from a searchlight analysis. Taken together, our findings suggest that perirhinal cortex uniquely supports the representation of fully specified object concepts through the integration of their visual and conceptual features. © 2018, Martin et al.

Integrative and distinctive coding of visual and conceptual object features in the ventral visual stream

Science.gov (United States)

Douglas, Danielle; Newsome, Rachel N; Man, Louisa LY

2018-01-01

A significant body of research in cognitive neuroscience is aimed at understanding how object concepts are represented in the human brain. However, it remains unknown whether and where the visual and abstract conceptual features that define an object concept are integrated. We addressed this issue by comparing the neural pattern similarities among object-evoked fMRI responses with behavior-based models that independently captured the visual and conceptual similarities among these stimuli. Our results revealed evidence for distinctive coding of visual features in lateral occipital cortex, and conceptual features in the temporal pole and parahippocampal cortex. By contrast, we found evidence for integrative coding of visual and conceptual object features in perirhinal cortex. The neuroanatomical specificity of this effect was highlighted by results from a searchlight analysis. Taken together, our findings suggest that perirhinal cortex uniquely supports the representation of fully specified object concepts through the integration of their visual and conceptual features. PMID:29393853

Solid state physics for metallurgists

CERN Document Server

Weiss, Richard J

2013-01-01

Metal Physics and Physical Metallurgy, Volume 6: Solid State Physics for Metallurgists provides an introduction to the basic understanding of the properties that make materials useful to mankind. This book discusses the electronic structure of matter, which is the domain of solid state physics.Organized into 12 chapters, this volume begins with an overview of the electronic structure of free atoms and the electronic structure of solids. This text then examines the basis of the Bloch theorem, which is the exact periodicity of the potential. Other chapters consider the fundamental assumption in

Funding and remuneration of interdisciplinary primary care teams in Canada: a conceptual framework and application.

Science.gov (United States)

Wranik, W Dominika; Haydt, Susan M; Katz, Alan; Levy, Adrian R; Korchagina, Maryna; Edwards, Jeanette M; Bower, Ian

2017-05-15

Reliance on interdisciplinary teams in the delivery of primary care is on the rise. Funding bodies strive to design financial environments that support collaboration between providers. At present, the design of financial arrangements has been fragmented and not based on evidence. The root of the problem is a lack of systematic evidence demonstrating the superiority of any particular financial arrangement, or a solid understanding of options. In this study we develop a framework for the conceptualization and analysis of financial arrangements in interdisciplinary primary care teams. We use qualitative data from three sources: (i) interviews with 19 primary care decision makers representing 215 clinics in three Canadian provinces, (ii) a research roundtable with 14 primary care decision makers and/or researchers, and (iii) policy documents. Transcripts from interviews and the roundtable were coded thematically and a framework synthesis approach was applied. Our conceptual framework differentiates between team level funding and provider level remuneration, and characterizes the interplay and consonance between them. Particularly the notions of hierarchy, segregation, and dependence of provider incomes, and the link between funding and team activities are introduced as new clarifying concepts, and their implications explored. The framework is applied to the analysis of collaboration incentives, which appear strongest when provider incomes are interdependent, funding is linked to the team as a whole, and accountability does not have multiple lines. Emergent implementation issues discussed by respondents include: (i) centrality of budget negotiations; (ii) approaches to patient rostering; (iii) unclear funding sources for space and equipment; and (iv) challenges with community engagement. The creation of patient rosters is perceived as a surprisingly contentious issue, and the challenges of funding for space and equipment remain unresolved. The development and

How to deal with Haplotype data: An Extension to the Conceptual Schema of the Human Genome

Directory of Open Access Journals (Sweden)

José Fabián Reyes Román

2016-12-01

Full Text Available The goal of this work is to describe the advantages of the application of Conceptual Modeling (CM in complex domains, such as genomics. Nowadays, the study and comprehension of the human genome is a major challenge due to its high level of complexity. The constant evolution in the genomic domain contributes to the generation of ever larger amounts of new data, which means that if we do not manage it correctly data quality could be compromised (i.e., problems related with heterogeneity and inconsistent data. In this paper, we propose the use of a Conceptual Schema of the Human Genome (CSHG, designed to understand and improve our ontological commitment to the domain and also extend (enrich this schema with the integration of a novel concept: Haplotypes. Our focus is on improving the understanding of the relationship between genotype and phenotype, since new findings show that this question is more complex than was originally thought. Here we present the first steps in our data management approach with haplotypes (variations, frequencies and populations and discuss the database evolution to support this data. Each new version in our conceptual schema (CS introduces changes to the underlying database structure that has essential and practical implications for better understanding and managing the relevant information. A solution based on conceptual models gives a clear definition of the domain with direct implications in the medical field (Precision Medicine, in which Genomic Information Systems (GeIS play a very important role.

A Conceptual Model to Identify Intent to Use Chemical-Biological Weapons

Directory of Open Access Journals (Sweden)

Mary Zalesny

2017-10-01

Full Text Available This paper describes a conceptual model to identify and interrelate indicators of intent of non-state actors to use chemical or biological weapons. The model expands on earlier efforts to understand intent to use weapons of mass destruction by building upon well-researched theories of intent and behavior and focusing on a sub-set of weapons of mass destruction (WMD to account for the distinct challenges of employing different types of WMD in violent acts. The conceptual model is presented as a first, critical step in developing a computational model for assessing the potential for groups to use chemical or biological weapons.

Classification of sources of municipal solid wastes in developing countries

Energy Technology Data Exchange (ETDEWEB)

Buenrostro, O. [Instituto de Investigaciones sobre los Recursos Naturales, Universidad Michoacana de San Nicolas de Hidalgo, Apartado Postal 2-105, 58400, Michoacan, Morelia (Mexico); Bocco, G. [Departamento de Ecologia de los Recursos Naturales, Instituto de Ecologia, Universidad Nacional Autonoma de Mexico, Campus Morelia, Apartado Postal 27-3 Xangari, 58089, Michoacan, Morelia (Mexico); Cram, S. [Departamento de Geografia Fisica, Instituto de Geografia, Universidad Nacional Autonoma de Mexico, Circuito Exterior, C.P. 04510 Ciudad Universitaria, Mexico City (Mexico)

2001-05-01

The existence of different classifications of municipal solid waste (MSW) creates confusion and makes it difficult to interpret and compare the results of generation analyses. In this paper, MSW is conceptualized as the solid waste generated within the territorial limits of a municipality, independently of its source of generation. Grounded on this assumption, and based on the economic activity that generates a solid waste with determinate physical and chemical characteristics, a hierarchical source classification of MSW is suggested. Thus, a connection between the source and the type of waste is established. The classification categorizes the sources into three divisions and seven classes of sources: residential, commercial, institutional, construction/demolition, agricultural-animal husbandry, industrial, and special. When applied at different geographical scales, this classification enables the assessment of the volume of MSW generated, and provides an overview of the types of residues expected to be generated in a municipality, region or state.

Digging Deeper: A Case Study of Farmer Conceptualization of Ecosystem Services in the American South.

Science.gov (United States)

Quinn, Courtney E; Quinn, John E; Halfacre, Angela C

2015-10-01

The interest in improved environmental sustainability of agriculture via biodiversity provides an opportunity for placed-based research on the conceptualization and articulation of ecosystem services. Yet, few studies have explored how farmers conceptualize the relationship between their farm and nature and by extension ecosystem services. Examining how farmers in the Southern Piedmont of South Carolina discuss and explain the role of nature on their farm, we create a detail-rich picture of how they perceive ecosystem services and their contributions to the agroeconomy. Using 34 semi-structured interviews, we developed a detail-rich qualitative portrait of these farmers' conceptualizations of ecosystem services. Farmers' conceptualization of four ecosystem services: provisioning, supporting, regulating, and cultural are discussed, as well as articulation of disservices. Results of interviews show that most interviewees expressed a basic understanding of the relationship between nature and agriculture and many articulated benefits provided by nature to their farm. Farmers referred indirectly to most services, though they did not attribute services to biodiversity or ecological function. While farmers have a general understanding and appreciation of nature, they lack knowledge on specific ways biodiversity benefits their farm. This lack of knowledge may ultimately limit farmer decision-making and land management to utilize ecosystem services for environmental and economic benefits. These results suggest that additional communication with farmers about ecosystem services is needed as our understanding of these benefits increases. This change may require collaboration between conservation biology professionals and extension and agriculture professionals to extended successful biomass provisioning services to other ecosystem services.

Bench scale demonstration and conceptual engineering for DETOXSM catalyzed wet oxidation

International Nuclear Information System (INIS)

Moslander, J.; Bell, R.; Robertson, D.; Dhooge, P.; Goldblatt, S.

1994-01-01

Laboratory and bench scale studies of the DETOX SM catalyzed wet oxidation process have been performed with the object of developing the process for treatment of hazardous and mixed wastes. Reaction orders, apparent rates, and activation energies have been determined for a range of organic waste surrogates. Reaction intermediates and products have been analyzed. Metals' fates have been determined. Bench scale units have been designed, fabricated, and tested with solid and liquid organic waste surrogates. Results from the laboratory and bench scale studies have been used to develop conceptual designs for application of the process to hazardous and mixed wastes

Evidence for Bulk Ripplocations in Layered Solids

Science.gov (United States)

Gruber, Jacob; Lang, Andrew C.; Griggs, Justin; Taheri, Mitra L.; Tucker, Garritt J.; Barsoum, Michel W.

2016-09-01

Plastically anisotropic/layered solids are ubiquitous in nature and understanding how they deform is crucial in geology, nuclear engineering, microelectronics, among other fields. Recently, a new defect termed a ripplocation-best described as an atomic scale ripple-was proposed to explain deformation in two-dimensional solids. Herein, we leverage atomistic simulations of graphite to extend the ripplocation idea to bulk layered solids, and confirm that it is essentially a buckling phenomenon. In contrast to dislocations, bulk ripplocations have no Burgers vector and no polarity. In graphite, ripplocations are attracted to other ripplocations, both within the same, and on adjacent layers, the latter resulting in kink boundaries. Furthermore, we present transmission electron microscopy evidence consistent with the existence of bulk ripplocations in Ti3SiC2. Ripplocations are a topological imperative, as they allow atomic layers to glide relative to each other without breaking the in-plane bonds. A more complete understanding of their mechanics and behavior is critically important, and could profoundly influence our current understanding of how graphite, layered silicates, the MAX phases, and many other plastically anisotropic/layered solids, deform and accommodate strain.

Towards a consensus about the role of empathy in interpersonal understanding

DEFF Research Database (Denmark)

Michael, John Andrew

2014-01-01

about how to conceptualize empathy, and then analyze the potential contribution of empathy to interpersonal understanding. However, it is not at all clear that such a consensus will soon be forthcoming, given that different people have fundamentally conflicting intuitions about the concept of empathy....... Thus, instead of trying to resolve this controversy, I will try to show that a fair amount of consensus is within reach about how empathy can be a source of interpersonal understanding even in the absence of a consensus about how to conceptualize empathy. As we shall see, the main controversy concerns...

Inter Organizational Relationships Performance in Third Party Logistics: conceptual framework and case study

NARCIS (Netherlands)

Aziz, Romana; Aziz, R.; van Hillegersberg, Jos; Kumar, Kuldeep; Kersten, W.; Blecker, T.; Luthje, C.

2010-01-01

Supplier relationship management is an important challenge for shippers in logistics outsourcing. This paper attempts to understand the factors which affect inter organizational relationships performance in third party logistics and proposes a conceptual framework specifically for inter

Vapor-solid-solid growth mechanism driven by an epitaxial match between solid Au Zn alloy catalyst particle and Zn O nano wire at low temperature

International Nuclear Information System (INIS)

Campos, Leonardo C.; Tonezzer, Matteo; Ferlauto, Andre S.; Magalhaes-Paniago, Rogerio; Oliveira, Sergio; Ladeira, Luiz O.; Lacerda, Rodrigo G.

2008-01-01

Nowadays, the growth of nano materials, like nano wires and nano tubes, is one of the key research areas of nano technology. However, a full picture of the growth mechanism of these quasi-one dimensional systems still needs to be achieved if these materials are to be applied electronics, biology and medicinal fields. Nevertheless, in spite of considerable advances on the growth of numerous nano wires, a clear understanding of the growth mechanism is still controversial and highly discussed. The present work provides a comprehensive picture of the precise mechanism of Zn O vapor-solid-solid (VSS) nano wire growth at low temperatures and gives the fundamental reasons responsible. We demonstrate by using a combination of synchrotron XRD and high resolution TEM that the growth dynamics at low temperatures is not governed by the well-known vapor-liquid solid (VLS) mechanisms. A critical new insight on the driving factor of VSS growth is proposed in which the VSS process occurs by a solid diffusion mechanism that is driven by a preferential oxidation process of the Zn inside the alloy catalyst induced by an epitaxial match between the Zn O(10-10) plane and the γ-Au Zn(222) plane. We believe that these results are not only important for the understanding of Zn O nano wire growth but could also have significant impact on the understanding of growth mechanisms of other nano wire systems. (author)

Transmutability, generalised Darwinism and the limits to conceptual integration

OpenAIRE

Christopher Brown

2013-01-01

This article explores the limits to conceptual integration between evolutionary biology, cognitive neuroscience and economics. The new learning in the natural sciences supplies material to update and enrich the microfoundations of institutional economics—specifically, the instinct–habit psychology. The framing of social reality with evolutionary concepts is, however, misguided in important respects. Metaphorical modelling is the transfer of concepts developed for the understanding of one doma...

Analyzing Students’ Level of Understanding on Kinetic Theory of Gases

Science.gov (United States)

Nurhuda, T.; Rusdiana, D.; Setiawan, W.

2017-02-01

The purpose of this research is to analysis students’ level of understanding on gas kinetic theory. The method used is descriptive analytic with 32 students at the 11th grade of one high school in Bandung city as a sample. The sample was taken using random sampling technique. Data collection tool used is an essay test with 23 questions. The instrument was used to identify students’ level of understanding and was judged by four expert judges before it was employed, from 27 questions become to 23 questions, for data collection. Questions used are the conceptual understanding including the competence to explain, extrapolate, translate and interpret. Kinetic theory of gases section that was tested includes ideal gas law, kinetic molecular theory and equipartition of energy. The result shows from 0-4 level of understanding, 19% of the students have partial understanding on the 3th level and 81% of them have partial understanding with a specific misconception on 2th level. For the future research, it is suggested to overcome these conceptual understanding with an Interactive Lecture Demonstrations teaching model and coupled with some teaching materials based on multi-visualization because kinetic theory of gases is a microscopic concept.

Teachers as learners: A case study of teachers' understanding of ...

African Journals Online (AJOL)

The research reported here investigates the efficacy of a module in an Advanced Certificate in Education course in promoting conceptual understanding in Astronomy. The research attempted to find out how teachers' understanding of astronomy concepts and processes change after completing this module as well as the ...

Teaching Newton's Laws with the iPod Touch in Conceptual Physics

Science.gov (United States)

Kelly, Angela M.

2011-01-01

One of the greatest challenges in teaching physics is helping students achieve a conceptual understanding of Newton's laws. I find that students fresh from middle school can sometimes recite the laws verbatim ("An object in motion stays in motion..." and "For every action..."), but they rarely demonstrate a working knowledge of…

Enhancing climate literacy through the use of an interdisciplinary global change framework and conceptual models

Science.gov (United States)

Bean, J. R.; Zoehfeld, K.; Mitchell, K.; Levine, J.; White, L. D.

2016-12-01

Understanding climate change and how to mitigate the causes and consequences of anthropogenic activities are essential components of the Next Generations Science Standards. To comprehend climate change today and why current rates and magnitudes of change are of concern, students must understand the various factors that drive Earth system processes and also how they interrelate. The Understanding Global Change web resource in development from the UC Museum of Paleontology will provide science educators with a conceptual framework, graphical models, lessons, and assessment templates for teaching NGSS aligned, interdisciplinary, climate change curricula. To facilitate students learning about the Earth as a dynamic, interacting system of ongoing processes, the Understanding Global Change site will provide explicit conceptual links for the causes of climate change (e.g., burning of fossil fuels, deforestation), Earth system processes (e.g., Earth's energy budget, water cycle), and the changes scientists measure in the Earth system (e.g., temperature, precipitation). The conceptual links among topics will be presented in a series of storyboards that visually represent relationships and feedbacks among components of the Earth system and will provide teachers with guides for implementing NGSS-aligned climate change instruction that addresses physical science, life sciences, Earth and space science, and engineering performance expectations. These visualization and instructional methods are used by teachers during professional development programs at UC Berkeley and the Smithsonian National Museum of Natural History and are being tested in San Francisco Bay Area classrooms.

Developing a magnetism conceptual survey and assessing gender differences in student understanding of magnetism

Science.gov (United States)

Li, Jing; Singh, Chandralekha

2012-02-01

We discuss the development of a research-based conceptual multiple-choice survey of magnetism. We also discuss the use of the survey to investigate gender differences in students' difficulties with concepts related to magnetism. We find that while there was no gender difference on the pre-test. However, female students performed significantly worse than male students when the survey was given as a post-test in traditionally taught calculus-based introductory physics courses with similar results in both the regular and honors versions of the course. In the algebra-based courses, the performance of female and male students has no statistical difference on the pre-test or the post-test.

LOW ACTIVITY WASTE FEED SOLIDS CARACTERIZATION AND FILTERABILITY TESTS

Energy Technology Data Exchange (ETDEWEB)

McCabe, D.; Crawford, C.; Duignan, M.; Williams, M.; Burket, P.

2014-04-03

The primary treatment of the tank waste at the DOE Hanford site will be done in the Waste Treatment and Immobilization Plant (WTP) that is currently under construction. The baseline plan for the WTP Pretreatment facility is to treat the waste, splitting it into High Level Waste (HLW) feed and Low Activity Waste (LAW) feed. Both waste streams are then separately vitrified as glass and sealed in canisters. The LAW glass will be disposed onsite in the Integrated Disposal Facility (IDF). There are currently no plans to treat the waste to remove technetium in the WTP Pretreatment facility, so its disposition path is the LAW glass. Options are being explored to immobilize the LAW portion of the tank waste, i.e., the LAW feed from the WTP Pretreatment facility. Removal of {sup 99}Tc from the LAW Feed, followed by off-site disposal of the {sup 99}Tc, would eliminate a key risk contributor for the IDF Performance Assessment (PA) for supplemental waste forms, and has potential to reduce treatment and disposal costs. Washington River Protection Solutions (WRPS) is developing some conceptual flow sheets for LAW treatment and disposal that could benefit from technetium removal. One of these flowsheets will specifically examine removing {sup 99}Tc from the LAW feed stream to supplemental immobilization. The conceptual flow sheet of the {sup 99}Tc removal process includes a filter to remove insoluble solids prior to processing the stream in an ion exchange column, but the characteristics and behavior of the liquid and solid phases has not previously been investigated. This report contains results of testing of a simulant that represents the projected composition of the feed to the Supplemental LAW process. This feed composition is not identical to the aqueous tank waste fed to the Waste Treatment Plant because it has been processed through WTP Pretreatment facility and therefore contains internal changes and recycle streams that will be generated within the WTP process. Although

Bootstrapping: Una teoría explicativa del cambio conceptual Bootstrapping: A theory for conceptual change

Directory of Open Access Journals (Sweden)

José Antonio Castorina

2005-12-01

Full Text Available El presente artículo expone la teoría explicativa propuesta por Carey para el cambio conceptual. Primeramente, se plantea la cuestión de la reorganización conceptual en la psicología cognitiva y la posición de Carey. En segundo lugar, se ponen de relieve las condiciones epistémica que deben cumplir las "teorías" infantiles para que la reestructuración conceptual sea posible, así como los modos que adopta esta última. En tercer lugar, se muestran los resultados de investigaciones que verifican el cambio conceptual entre teorías infantiles de biología intuitiva. En cuarto lugar, se plantean las dificultades de otras teorías del cambio conceptual, para luego formular los rasgos del mecanismo alternativo de bootstrapping y su pertinencia para interpretrar los datos de las indagaciones mencionadas. Finalmente, se evalúan la originalidad de la teoría del bootstrpping en el escenario de los debates contemporáneos. Muy especialmente, se esboza una posible aproximación con las tesis dialécticas de Piaget.This paper examines the Carey's theory of conceptual change. First, it describes the conceptual reorganization in cognitive psychology and the author position. Second, the epistemic conditions that children "theories" should fulfil to make conceptual restructuring possible, as well as the ways adopted by the latter, are analyzed. In third place, findings of researches testing the conceptual change among biology intuitive children theories are explained. Subsequently, it discusses the difficulties other theories of conceptual change present, in order to state features of bootstrapping as an alternative mechanism and its relevance for the interpretation of abovementioned researches results. Finally, it evaluates the originality of "bootstrapping" theory in the scene of contemporary debates. It particularly outlines a possible approach to Piaget's dialectic theses.

Conceptual Models of the Individual Public Service Provider

DEFF Research Database (Denmark)

Andersen, Lotte Bøgh; Pedersen, Lene Holm; Bhatti, Yosef

are used to gain insight on the motivation of public service providers; namely principal-agent theory, self-determination theory and public service motivation theory. We situate the theoretical discussions in the context of public service providers being transferred to private organizations......Individual public service providers’ motivation can be conceptualized as either extrinsic, autonomous or prosocial, and the question is how we can best theoretically understand this complexity without losing too much coherence and parsimony. Drawing on Allison’s approach (1969), three perspectives...... theoretical – to develop a coherent model of individual public service providers – but the empirical illustration also contributes to our understanding of motivation in the context of public sector outsourcing....

Ideas and things: understanding the dynamic dimension of intellectual capital

NARCIS (Netherlands)

Christiaan Stam

2010-01-01

In today’s intellectual capital literature, we see a shift from identifying intangibles towards understanding the dynamics of value creation. As it is not clear what “dynamic” stands for, the aim of this explorative and conceptual paper is to contribute to a better understanding of the dynamic

The Role of the Sampling Distribution in Understanding Statistical Inference

Science.gov (United States)

Lipson, Kay

2003-01-01

Many statistics educators believe that few students develop the level of conceptual understanding essential for them to apply correctly the statistical techniques at their disposal and to interpret their outcomes appropriately. It is also commonly believed that the sampling distribution plays an important role in developing this understanding.…

Understanding Works of Art, the Inexpressible, and Teaching: A Philosophical Sketch

Science.gov (United States)

Richmond, Stuart

2010-01-01

Understanding is an elusive and little understood concept yet it is frequently cited as an educational aim. The aim of this paper is to illuminate the nature of understanding in the art education context. This paper explores critically the conceptual background of understanding, drawing on the work of Wittgenstein, to reveal its varied and…

Development and Validation of the Conceptual Assessment of Natural Selection (CANS)

Science.gov (United States)

Kalinowski, Steven T.; Leonard, Mary J.; Taper, Mark L.

2016-01-01

We developed and validated the Conceptual Assessment of Natural Selection (CANS), a multiple-choice test designed to assess how well college students understand the central principles of natural selection. The expert panel that reviewed the CANS concluded its questions were relevant to natural selection and generally did a good job sampling the…

A conceptual model of channel choice : measuring online and offline shopping value perceptions

NARCIS (Netherlands)

Broekhuizen, Thijs L.J.; Jager, Wander

2004-01-01

This study tries to understand how consumers evaluate channels for their purchasing. Specifically, it develops a conceptual model that addresses consumer value perceptions of using the Internet versus the traditional (physical) channel. Previous research showed that perceptions of price, product

Extreme Apprenticeship – Emphasising conceptual understanding in undergraduate mathematics

OpenAIRE

Rämö , Johanna; Oinonen , Lotta; Vikberg , Thomas

2015-01-01

International audience; Extreme Apprenticeship (XA) is an educational method that has been used in teaching undergraduate mathematics in the University of Helsinki. In this paper, we analyse the course assignments and exam questions of a certain lecture course that has recently been reformed to an XA-based course. The results show that the XA method has made it possible to move the emphasis from rote learning towards understanding the concepts behind the procedures.

Conceptual Combination During Sentence Comprehension

Science.gov (United States)

Swinney, David; Love, Tracy; Walenski, Matthew; Smith, Edward E.

2008-01-01

This experiment examined the time course of integration of modifier-noun (conceptual) combinations during auditory sentence comprehension using cross-modal lexical priming. The study revealed that during ongoing comprehension, there is initial activation of features of the noun prior to activation of (emergent) features of the entire conceptual combination. These results support compositionality in conceptual combination; that is, they indicate that features of the individual words constituting a conceptual combination are activated prior to combination of the words into a new concept. PMID:17576278

Development of a representational conceptual evaluation in the first law of thermodynamics

Science.gov (United States)

Sriyansyah, S. P.; Suhandi, A.

2016-08-01

As part of an ongoing research to investigate student consistency in understanding the first law of thermodynamics, a representational conceptual evaluation (RCET) has been developed to assess student conceptual understanding, representational consistency, and scientific consistency in the introductory physics course. Previous physics education research findings were used to develop the test. RCET items were 30 items which designed as an isomorphic multiple-choice test with three different representations concerning the concept of work, heat, first law of thermodynamics, and its application in the thermodynamic processes. Here, we present preliminary measures of the validity and reliability of the instrument, including the classical test statistics. This instrument can be used to measure the intended concept in the first law of thermodynamics and it will give the consistent results with the ability to differentiate well between high-achieving students and low-achieving students and also students at different level. As well as measuring the effectiveness of the learning process in the concept of the first law of thermodynamics.

Development of a representational conceptual evaluation in the first law of thermodynamics

International Nuclear Information System (INIS)

Sriyansyah, S P; Suhandi, A

2016-01-01

As part of an ongoing research to investigate student consistency in understanding the first law of thermodynamics, a representational conceptual evaluation (RCET) has been developed to assess student conceptual understanding, representational consistency, and scientific consistency in the introductory physics course. Previous physics education research findings were used to develop the test. RCET items were 30 items which designed as an isomorphic multiple-choice test with three different representations concerning the concept of work, heat, first law of thermodynamics, and its application in the thermodynamic processes. Here, we present preliminary measures of the validity and reliability of the instrument, including the classical test statistics. This instrument can be used to measure the intended concept in the first law of thermodynamics and it will give the consistent results with the ability to differentiate well between high-achieving students and low-achieving students and also students at different level. As well as measuring the effectiveness of the learning process in the concept of the first law of thermodynamics. (paper)

Development of a Conceptual Framework for Understanding Shared Decision making Among African-American LGBT Patients and their Clinicians.

Science.gov (United States)

Peek, Monica E; Lopez, Fanny Y; Williams, H Sharif; Xu, Lucy J; McNulty, Moira C; Acree, M Ellen; Schneider, John A

2016-06-01

conceptual model for understanding SDM in African-American LGBT persons, wherein multiple systems of social stratification (e.g., race, gender, sexual orientation) influence patient and provider perceptions, behaviors, and shared decision making. Few studies exist that explore SDM among African-American LGBT persons, and no interventions were identified in our systematic review. Thus, we are unable to draw conclusions about the effect size of SDM among this population on health outcomes. Qualitative work suggests that race, sexual orientation and gender work collectively to enhance perceptions of discrimination and decrease SDM among African-American LGBT persons. More research is needed to obtain a comprehensive understanding of shared decision making and subsequent health outcomes among African-Americans along the entire spectrum of gender and sexual orientation.

Distinguishing between satisfaction and loyalty: Conceptual, methodological & analytical differences

Energy Technology Data Exchange (ETDEWEB)

Hinson, K.A. [Illinois Power, Decatur, IL (United States)

1994-11-01

This paper briefly presents a discussion of the conceptual definition of {open_quotes}Customer Satisfaction{close_quotes} followed by review of operational definitions of {open_quotes}Satisfaction{close_quotes} as a criterion variable and the kinds of predictor variables and analytic methods employed in its modeling. A model of {open_quotes}Customer Satisfaction{close_quotes} is presented developed by the discussed methodology. Conceptual and operational definitions of {open_quotes}Customer Loyalty{close_quotes} are then reviewed, contrasting the kinds of predictor variables and analytic methods most appropriate for understanding a {open_quotes}Loyalty{close_quotes} decision and how these differ from {open_quotes}Customer Satisfaction.{close_quotes} A more fully specified model of {open_quotes}Customer Loyalty{close_quotes} is presented. Finally, the risks of employing a {open_quotes}Satisfaction{close_quotes} methodology in modeling {open_quotes}Customer Loyalty{close_quotes} are discussed.

Solid-State Physics Introduction to the Theory

CERN Document Server

Patterson, James

2010-01-01

Learning Solid State Physics involves a certain degree of maturity, since it involves tying together diverse concepts from many areas of physics. The objective is to understand, in a basic way, how solid materials behave. To do this one needs both a good physical and mathematical background. One definition of Solid State Physics is it is the study of the physical (e.g. the electrical, dielectric, magnetic, elastic, and thermal) properties of solids in terms of basic physical laws. In one sense, Solid State Physics is more like chemistry than some other branches of physics because it focuses on common properties of large classes of materials. It is typical that Solid State Physics emphasizes how physics properties link to electronic structure. We have retained the term Solid Modern solid state physics came of age in the late thirties and forties and is now is part of condensed matter physics which includes liquids, soft materials, and non-crystalline solids. This solid state/condensed matter physics book begin...

Conceptual framework for the study of food waste generation and prevention in the hospitality sector.

Science.gov (United States)

Papargyropoulou, Effie; Wright, Nigel; Lozano, Rodrigo; Steinberger, Julia; Padfield, Rory; Ujang, Zaini

2016-03-01

Food waste has significant detrimental economic, environmental and social impacts. The magnitude and complexity of the global food waste problem has brought it to the forefront of the environmental agenda; however, there has been little research on the patterns and drivers of food waste generation, especially outside the household. This is partially due to weaknesses in the methodological approaches used to understand such a complex problem. This paper proposes a novel conceptual framework to identify and explain the patterns and drivers of food waste generation in the hospitality sector, with the aim of identifying food waste prevention measures. This conceptual framework integrates data collection and analysis methods from ethnography and grounded theory, complemented with concepts and tools from industrial ecology for the analysis of quantitative data. A case study of food waste generation at a hotel restaurant in Malaysia is used as an example to illustrate how this conceptual framework can be applied. The conceptual framework links the biophysical and economic flows of food provisioning and waste generation, with the social and cultural practices associated with food preparation and consumption. The case study demonstrates that food waste is intrinsically linked to the way we provision and consume food, the material and socio-cultural context of food consumption and food waste generation. Food provisioning, food consumption and food waste generation should be studied together in order to fully understand how, where and most importantly why food waste is generated. This understanding will then enable to draw detailed, case specific food waste prevention plans addressing the material and socio-economic aspects of food waste generation. Copyright © 2016 Elsevier Ltd. All rights reserved.

Towards a conceptual evaluation of transience in relation to palliative care.

Science.gov (United States)

Larkin, Philip J; Dierckx de Casterlé, Bernadette; Schotsmans, Paul

2007-07-01

This paper is a report of a concept evaluation of transience and its relevance to palliative care. A qualitative study into palliative care patients' experiences of transition revealed a gap between current definitions of transition and their expression of the palliative care experience. Transience appears to offer a better definition but remains conceptually weak, with limited definition in a healthcare context. A qualitative conceptual evaluation of transience was undertaken using two case examples, interview data and the literature. Multiple sources were used to identify the literature (1966-2006), including a search on Cumulative Index to Nursing and Allied Health Literature Medline, and Ovid and Arts and Humanities Index using the keywords 'transience' and 'palliative care'. Thirty-one papers related to transience were retrieved. Analysis and synthesis formulated a theoretical definition of transience relative to palliative care. Transience is a nascent concept. Preconditions and outcomes of transience appear contextually dependent, which may inhibit its conceptual development. Transience depicts a fragile emotional state related to sudden change and uncertainty at end-of-life, exhibited as a feeling of stasis. Defining attributes would seem to include fragility, suddenness, powerlessness, impermanence, time, space, uncertainty, separation and homelessness. Transience is potentially more meaningful for palliative care in understanding the impact of end-of-life experiences for patients than current conceptualizations of transition as a process towards resolution. As a nascent concept, it remains strongly encapsulated within a framework of transition and further conceptual development is needed to enhance its maturity and refinement.

A Conceptual Model of Future Volcanism at Medicine Lake Volcano, California - With an Emphasis on Understanding Local Volcanic Hazards

Science.gov (United States)

Molisee, D. D.; Germa, A.; Charbonnier, S. J.; Connor, C.

2017-12-01

Medicine Lake Volcano (MLV) is most voluminous of all the Cascade Volcanoes ( 600 km3), and has the highest eruption frequency after Mount St. Helens. Detailed mapping by USGS colleagues has shown that during the last 500,000 years MLV erupted >200 lava flows ranging from basalt to rhyolite, produced at least one ash-flow tuff, one caldera forming event, and at least 17 scoria cones. Underlying these units are 23 additional volcanic units that are considered to be pre-MLV in age. Despite the very high likelihood of future eruptions, fewer than 60 of 250 mapped volcanic units (MLV and pre-MLV) have been dated reliably. A robust set of eruptive ages is key to understanding the history of the MLV system and to forecasting the future behavior of the volcano. The goals of this study are to 1) obtain additional radiometric ages from stratigraphically strategic units; 2) recalculate recurrence rate of eruptions based on an augmented set of radiometric dates; and 3) use lava flow, PDC, ash fall-out, and lahar computational simulation models to assess the potential effects of discrete volcanic hazards locally and regionally. We identify undated target units (units in key stratigraphic positions to provide maximum chronological insight) and obtain field samples for radiometric dating (40Ar/39Ar and K/Ar) and petrology. Stratigraphic and radiometric data are then used together in the Volcano Event Age Model (VEAM) to identify changes in the rate and type of volcanic eruptions through time, with statistical uncertainty. These newly obtained datasets will be added to published data to build a conceptual model of volcanic hazards at MLV. Alternative conceptual models, for example, may be that the rate of MLV lava flow eruptions are nonstationary in time and/or space and/or volume. We explore the consequences of these alternative models on forecasting future eruptions. As different styles of activity have different impacts, we estimate these potential effects using simulation

Controllable Solid Propulsion Combustion and Acoustic Knowledge Base Improvements

Science.gov (United States)

McCauley, Rachel; Fischbach, Sean; Fredrick, Robert

2012-01-01

Controllable solid propulsion systems have distinctive combustion and acoustic environments that require enhanced testing and analysis techniques to progress this new technology from development to production. In a hot gas valve actuating system, the movement of the pintle through the hot gas exhibits complex acoustic disturbances and flow characteristics that can amplify induced pressure loads that can damage or detonate the rocket motor. The geometry of a controllable solid propulsion gas chamber can set up unique unsteady flow which can feed acoustic oscillations patterns that require characterization. Research in this area aids in the understanding of how best to design, test, and analyze future controllable solid rocket motors using the lessons learned from past government programs as well as university research and testing. This survey paper will give the reader a better understanding of the potentially amplifying affects propagated by a controllable solid rocket motor system and the knowledge of the tools current available to address these acoustic disturbances in a preliminary design. Finally the paper will supply lessons learned from past experiences which will allow the reader to come away with understanding of what steps need to be taken when developing a controllable solid rocket propulsion system. The focus of this survey will be on testing and analysis work published by solid rocket programs and from combustion and acoustic books, conference papers, journal articles, and additionally from subject matter experts dealing currently with controllable solid rocket acoustic analysis.

Understanding the vapor-liquid-solid growth and composition of ternary III-V nanowires and nanowire heterostructures

Science.gov (United States)

Dubrovskii, V. G.

2017-11-01

Based on the recent achievements in vapor-liquid-solid (VLS) synthesis, characterization and modeling of ternary III-V nanowires and axial heterostructures within such nanowires, we try to understand the major trends in their compositional evolution from a general theoretical perspective. Clearly, the VLS growth of ternary materials is much more complex than in standard vapor-solid epitaxy techniques, and even maintaining the necessary control over the composition of steady-state ternary nanowires is far from straightforward. On the other hand, VLS nanowires offer otherwise unattainable material combinations without introducing structural defects and hence are very promising for next-generation optoelectronic devices, in particular those integrated with a silicon electronic platform. In this review, we consider two main problems. First, we show how and by means of which parameters the steady-state composition of Au-catalyzed or self-catalyzed ternary III-V nanowires can be tuned to a desired value and why it is generally different from the vapor composition. Second, we present some experimental data and modeling results for the interfacial abruptness across axial nanowire heterostructures, both in Au-catalyzed and self-catalyzed VLS growth methods. Refined modeling allows us to formulate some general growth recipes for suppressing the unwanted reservoir effect in the droplet and sharpening the nanowire heterojunctions. We consider and refine two approaches developed to date, namely the regular crystallization model for a liquid alloy with a critical size of only one III-V pair at high supersaturations or classical binary nucleation theory with a macroscopic critical nucleus at modest supersaturations.

CONCEPTUAL METAPHORS IN BASKETBALL DISCOURSE

Directory of Open Access Journals (Sweden)

Reda Toleikienė

2013-04-01

Full Text Available This article presents part of the research performed within the scope of the national project “Conceptual Metaphors in Public Discourse,”1 financed by the Research Council of Lithuania. The aim of the present paper is to analyze conceptual metaphors in the discourse of the European Basketball Championship which took place in Kaunas, Lithuania in 2011, as well as to determine the source concepts. The analysis allows certain features of the images which are used while conceptualizing the entities related to basketball to be described. The metaphorical collocations drawn from the Lithuanian language corpora and web portals (www.delfi.lt and www.lrytas.lt were selected and analyzed from 31 August 2011 to 18 September 2011. A conceptual metaphor is defined as an interaction of two conceptual fields (source and target concepts. On the basis of the analyzed conceptual sayings, the reconstructed conceptual metaphors proved that the most prolific metaphors are of war, ontology, and scale. In basketball discourse, the war metaphor is characterized by the fact that the image of sport is war is supplemented by other source concepts (e.g.,a person, a building, a thing, a material, a scale. The features of two or sometimes even three source concepts are ascribed to the target concept.

Specifications in early conceptual design work

DEFF Research Database (Denmark)

Hansen, Claus Thorp; Andreasen, Mogens Myrup

2007-01-01

In early conceptual design the design team is working in an uncertain situation, where the understanding of a need is limited and not much is known about the solution space. In this situation the design team has to both analyse need and explore solution space. Thus, the team has to formulate design...... specifications, which express attractive product goals, and has to synthesise the product idea. The authors of this paper see a challenge to enhance and improve our understanding of the nature of design specifications as a means to support the synthesis of a product idea. In this empirical study we analyse...... the structure and content of design specifications during early ideation activities, where initial design specifications are formulated and a product idea is synthesised. We have analysed specification documents of 19 teams of novice designers. Our analysis indicates that a productive product design...

Conceptual Design of the Linac4 Main Dump

CERN Document Server

Leitao, I V; Maglioni, C

2012-01-01

Linac4 is the new CERN linear accelerator intended to replace the ageing Linac2 as the injector to the Proton Synchrotron Booster (PSB) for increasing the luminosity of the Large Hadron Collider (LHC). By delivering a 160MeV H- beam, Linac4 will provide the necessary conditions to double the brightness and intensity of the beam extracted from the PSB. This paper describes the conceptual design of the Linac4 Main Dump, where two different concepts relying respectively on water and air cooling were compared and evaluated. Based on the application of analytical models for the energy deposited by the beam, heat conduction and cooling concepts, a parametric study was performed. This approach allowed the identification of the “optimal” configuration for these two conceptual geometries and their relative comparison. Besides giving the theoretical guidelines for the design of the new dump, this work also contributes to the development of analytical tools to allow a better understanding of the influence of the se...

Design Research as Conceptual Designing

DEFF Research Database (Denmark)

Ylirisku, Salu; Jacucci, Giulio; Sellen, Abigail

2015-01-01

define conceptual designing as a constructive framing and re-framing activity, which is mediated by and targeted at the creation of new design concepts. Conceptual designing as an approach is valuable for addressing the fuzziness and ambiguity typical of research that explores novel areas with new...... partners, methods and resources. It is by no means a new phenomenon, and the main contribution of the article is the clarification of conceptual designing as a particular approach to designing and researching. The approach embraces openness, resource-construction and collaboration. We conclude...... that conceptual designing can be especially useful in research and design projects that bring different kinds of people, organizations, technologies and domains together into the forming of new well-founded proposals for development. The presentation of conceptual designing in this paper is written...

Developmental Relationships in the Dynamic Library Environment: Re-Conceptualizing Mentoring for the Future

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Murphy, Sarah Anne

2008-01-01

This article examines the current conceptualization of mentoring in academic libraries and argues that traditional hierarchical mentoring relationships are no longer sufficient for developing tomorrow's leaders. Drawing insights from the management and human resources development literature, it concludes that an expanded understanding of…

Economic evaluation of radiation processing in urban solid wastes treatment

Science.gov (United States)

Carassiti, F.; Lacquaniti, L.; Liuzzo, G.

During the last few years, quite a number of studies have been done, or are still in course, on disinfection of urban liquid wastes by means of ionizing radiations. The experience gained by SANDIA pilot plant of irradiation on dried sewage sludge, together with the recently presented conceptual design of another plant handling granular solids, characterized by high efficiency and simple running, have shown the possibility of extending this process to the treatment of urban solid wastes. As a matter of fact, the problems connected to the pathogenic aspects of sludge handling are often similar to those met during the disposal of urban solid wastes. This is even more so in the case of their reuse in agriculture and zootechny. The present paper introduces the results of an analysis carried out in order to evaluate the economical advantage of inserting irradiation treatment in some process scheme for management of urban solid wastes. Taking as an example a comprehensive pattern of urban solid wastes management which has been analysed and estimated economically in previous works, we first evaluated the extra capital and operational costs due to the irradiation and then analysed economical justification, taking into account the increasing commercial value of the by-products.

Understanding the Strengths of African American Families.

Science.gov (United States)

Littlejohn-Blake, Sheila M.; Darling, Carol Anderson

1993-01-01

Focuses on strengths of African-American families and how they function, relevant conceptual approaches, and trends and issues in studying African-American families that can facilitate understanding. A shift from studying dysfunctional families to more positive aspects can help African-American families meet societal challenges. (SLD)

Student Understanding of Liquid-Vapor Phase Equilibrium

Science.gov (United States)

Boudreaux, Andrew; Campbell, Craig

2012-01-01

Student understanding of the equilibrium coexistence of a liquid and its vapor was the subject of an extended investigation. Written assessment questions were administered to undergraduates enrolled in introductory physics and chemistry courses. Responses have been analyzed to document conceptual and reasoning difficulties in sufficient detail to…

Prospective Teachers' Understandings: Function and Composite Function.

Science.gov (United States)

Meel, David E.

2003-01-01

The current education reform efforts place greater emphasis on conceptual understanding and focus attention on teacher preparation, especially on the adequacy of teachers' mathematical knowledge of the material they will be teaching. This paper discusses the responses of 20 prospective elementary and special education mathematics specialists to…

Children's conceptions of physical events: explicit and tacit understanding of horizontal motion.

Science.gov (United States)

Howe, Christine; Taylor Tavares, Joana; Devine, Amy

2014-06-01

The conceptual understanding that children display when predicting physical events has been shown to be inferior to the understanding they display when recognizing whether events proceed naturally. This has often been attributed to differences between the explicit engagement with conceptual knowledge required for prediction and the tacit engagement that suffices for recognition, and contrasting theories have been formulated to characterize the differences. Focusing on a theory that emphasizes omission at the explicit level of conceptual elements that are tacitly understood, the paper reports two studies that attempt clarification. The studies are concerned with 6- to 10-year-old children's understanding of, respectively, the direction (141 children) and speed (132 children) of motion in a horizontal direction. Using computer-presented billiards scenarios, the children predicted how balls would move (prediction task) and judged whether or not simulated motion was correct (recognition task). Results indicate that the conceptions underpinning prediction are sometimes interpretable as partial versions of the conceptions underpinning recognition, as the omission hypothesis would imply. However, there are also qualitative differences, which suggest partial dissociation between explicit and tacit understanding. It is suggested that a theoretical perspective that acknowledges this dissociation would provide the optimal framework for future research. © 2013 The British Psychological Society.