programme and book of abstracts - conference.aau.at · general information about the conference 10...

Programme and Book of Abstracts29th August – 1st September 2018Alpen-Adria-Universität Klagenfurt/Austria

11th International Conference on Conceptual Change „Epistemic Cognition and Conceptual Change“

Inst i tut für Unterr ichts- und S chulent wicklung ( IUS) , Alpen-Adria-Univers i tät K lagenfur t, Sterneckstraße 15, 9020 K lagenfur t, Austr ia

http://ius.aau.at/earli2018

Cop

yrig

ht©

: Kär

nten

Wer

bun

g/G

erdl

Vor

stu

fe

Mai

n en

tranc

e

Lect

ure

hall

B(1

st fl

oor)

Aula

Regi

stra

tion

(1st fl

oor)

To “

Mitt

agst

isch

”(L

unch

)

Sem

inar

room

I.1.

43 (1

st fl

oor)

Sem

inar

room

I.1.

44 (1

st fl

oor)

Lect

ure

hall

“Stif

tung

ssaa

l”

(gro

und

floor

)

Sem

inar

room

I.2.

34 (2

nd fl

oor)

Cen

TRa

L w

Ing

no

RTh

wIn

g

STIf

Tun

gSg

ebä

ud

e

Sou

Th w

Ing

11th International Conference on Conceptual Change

„Epistemic Cognition and Conceptual Change“Programme and Book of Abstracts

29th August – 1st September 2018Alpen-Adria-Universität Klagenfurt

Conference chairs:Konstantinos P. Christou, University of Western Macedonia, Greece

Gertraud Benke, Alpen-Adria Universität Kla-genfurt, Austria

International Steering Committee:Konstantinos P. Christou, University of Western Macedonia, Greece

Gertraud Benke, Alpen-Adria-Universität Klagenfurt, Austria

Haim Eshach, Ben-Gurion University, Israel

Xenia Vamvakoussi, University of Ioannina, Greece

Irini Skopeliti, University of Patras, Greece

Peter Edelsbrunner, ETH Zurich, Switzerland

Mikko Kainulainen, University of Turku, Finland

Local organisation:Gertraud Benke Josef Hödl-WeißenhoferNicole KelnerBarbara OrascheManuela SaringerElisabeth SwatekSieglinde Demarle(all Alpen-Adria-Universität Klagenfurt, Austria)

Thanks for support:Simon BenkeKatharina GöllyThomas Hainscho

We thank our session chairs:Tamer Amin, Romain Boissonade, Clark Chinn, Barbara Hanfstingl, Shulamit Kapon, Hamad Karous, Konrad Krainer, Ida Kukliansky, Natassa Kyriakopoulou, Olivia Levrini, Erik Meij, Andreas Obersteiner, Patrice Potvin, Michael Schneider, Yaron Schur, Martin Schwichow, Gale Sinatra, Esther Ziegler.

We appreciate the time and consideration our reviewers took to consider the submissions. A warm thank you to:Rainer Alexandrovicz, Tamer Amin, Lucia Antonelli-Carter, Andrea Bernholt, Romain Boissonnade, Garvin Brod, Konstantinos Christou, Peter Edelsbrunner, Leila Ferguson, Zayba Ghazali-Mohammed, Jeff Greene, Barbara Hanfstingl, Mark Hardman, Mikko Kainulainen, Eric Klopp, Tommi Kokkonen, Ida Kukliansky, Natassa Kyrialopoulou, Olivia Levrini, Peter Mandel, Jake McMullen, Florian Müller, Lucian Nenciovici, Andreas Obersteiner, Patrice Potvin, Susanne Rafolt, Franz Rauch, Sibylle Reinfried, Tom Rosman, Michael Schneider, Andreas Schulz, Yaron Schur, Martin Schwichow, Florence Mihaela Singer, Irini Skopeliti, Xenia Vamvakoussi, Jo Van Hoof, Ashley Vaughn, Marjolein Versteeg, Andreas Vohns, Lily Min Zeng, Esther Ziegler.

ImprintInstitut für Unterrichts- und Schulentwicklung

Gertraud Benke & Barbara OrascheAlpen-Adria-Universität Klagenfurt

9010 Klagenfurthttp://ius.aau.at/earli2018

page

Welcoming 7

Haim Eshach 9 ה״ע

General information about the conference 10

Programme 12

2nd Summer School on Conceptual Change (JURE) 13

Keynotes 14

Invited Symposium 18

Panel Discussion 19

Daily Plan 20

Daily ProgrammeWednesday, 29th August 2018 Paper Session 1.1: Mathematics learning 29

Paper Session 1.2: Developing concetps in science 32

Paper Session 1.3: Epistemic cognition and science learning 35

Thursday, 30th August 2018 Paper Session 2.1: Social and environmental studies 39

Paper Session 2.2: Instructional strategies 43

Book presentation 46

Paper Session 3.1: Cognitive mechanisms in learning 47

Paper Session 3.2: Methodological issues on studying learning 1 49

Paper Session 3.3: Epistemic cognition in learning 52

Poster 54

Invited Symposium 61

TABLE OF CONTENTS

page

Daily Programme

Friday, 31st August 2018 Symposium 1: Epistemic cognition in the social sciences 67

Symposium 2: Dual process theories and mathematics learning 72

Paper Session 4.1: Beliefs in teacher education 77 Paper Session 5.1: Teachers‘ epistemic beliefs 81

Paper Session 5.2: Methodological issues on studying learning 2 84

Paper Session 5.3: Conceptual change in science and engineering 87

Symposium 3: JURE Symposium 90

Paper Session 6.1: Thoretical considerations in conceptual change 94

Paper Session 6.2: Different aspects of the natural number bias phenomenon 97

List of Names 100

TABLE OF CONTENTS

7

WELCOMING

Dear Colleagues,

On behalf of the organizing committee, it is our utmost pleasure to warmly welcome you in Kla-genfurt, Austria, for the 11th International Conference on Conceptual Change. This meeting is sup-ported by the Alpen-Adria-Universität Klagenfurt, Austria, and the University of Western Macedo-nia, Greece.

The main topic of the conference is “Epistemic Cognition and Conceptual Change”. For more than three decades, research on Conceptual Change explore the cognitive, affective, and motivational factors involved in knowledge restructuring, in different domains, such as science, mathematics, and social sciences. Research on the field of Conceptual Change share many com-mon interests with research on the growing field of Epistemic Cognition, that include the episte-mic beliefs, the theories people hold, and their conceptions about the nature of knowledge and knowing. This conference meeting is an initiative to bring together scholars from the conceptual change and the epistemic cognition edge of research in learning and instruction, in order to ex-change ideas, methodologies and research findings that could lead to new research directions and to joint projects. Without a doubt, the conference will provide a great platform for exchanging knowledge and experiences between researchers and practitioners from different disciplines and, most importantly, for dissemination of emerging ideas in the broad area of learning and instruc-tion.

Many interesting theoretical insights, new findings and innovative methodologies will be presen-ted as part of the four cutting-edge keynote lectures, the fourteen parallel paper sessions, four symposia, poster sessions, an invited symposium and a round table.

Right before the conference, in a two-days Summer School, PhD Student participants will have the chance to enhance their research skills by attending seminars and workshops and by getting personal feedback from the attending professors to their presented work in progress.

We would like to express our gratitude to the members of the organizing committees, to the orga-nizers of the invited symposia and the round tables, to all those who acted as reviewers, as chairs, to our JURE Assistant Coordinators Peter Edelsbrunner, and Mikko Kainulainen, and all the people who contributed their work on organizing this meeting. Hopefully, the social program we have organized will fulfill our expectations for the creation of a relaxed and enjoyable environment to cultivate the networking between colleagues and provide opportunities to meet and exchange.

It is a major concern for us that the participation at the conference will be an intellectually enri-ching and fruitful experience for all attendees.

Konstantinos P. Christou & Gertraud BenkeUniversity of Western Macedonia & Alpen-Adria Universität Klagenfurt

9

HAIM ESHACH ה״ע

This book is dedicated in honor and memory of Prof. Haim Eshach.

Haim was a longtime member of the European Association for Research on Learning and Instruc-tion (EARLI) and the Special Interest Group 3 - Conceptual Change, for which he served as coor-dinator from 2012 to 2016. In this capacity, he thought deeply of how to further develop the SIG and how to support its aims and the rest of the scientific community. One of his major initiatives was the organization of the 1st summer school on Conceptual Change for PhD students within the 10th International Conference on Conceptual Change that he organized in Florina (Greece) in 2016. Thanks to him and all his work and his devotion to this idea, the summer school was a great success.

Haim Eshach was an Associate Professor at the Department of Science Education and Technology at Ben Gurion University of the Negev. He studied physics and science education (BSc, MSc and PhD level) at the Technion -Israel Institute of Technology. His main research focus was on physics education K-12, as well as on science education in early childhood. He has published numerous scientific papers on different but complimentary topics such as the nature of science, dialogic te-aching, learning science with the support of simple technological devices, and the problem of conceptual change in science learning.

Haim passed away on the 13th June, 2018, after a long fight against cancer. His serious health pro-blems never held him back from researching, lecturing, traveling, and being caring and supportive to his close friends and family. Until the last moment he was contributing to our community, as a member of the organizing and the scientific committee of the current 11th International Confe-rence on Conceptual Change, and the 2nd Summer School on Conceptual Change for PhD stu-dents.

To many of us, Haim was more than a highly esteemed colleague, an efficient researcher, and a passionate educator. He was a very sweet and kind person, and a dear friend.

His memory will always be with us.

On the behalf of the scientific committee of the 11th International Conference on Conceptual Change Konstantinos Christou & Gertraud Benke

10

GENERAL INFORMATION ABOUT THE CONFERENCE

LoCATIon

Campus der Alpen-Adria-Universität KlagenfurtUniversitätsstraße 65-679020 Klagenfurt

Coming on campus from the airport or the train stationFrom the airport: Line 42 goes to the city center (“Heiligengeistplatz”), where you find a bus termi-nal. Change to line 81 to go on campus (heading to “Krottendorf”). A taxi from the airport to the university costs about 20€.

From the train station, you have direct line to the university also with bus number 81, which stops directly in front of the train station.

The city has a bus transport app, called qando.

Bus tickets cost 2.20€ and can be purchased from the bus driver. They are valid for one hour on all buses.

Bus line 81 connects the city centre („Heiligengeistplatz“) with the University and goes every 30 minutes.

Check-InCheck-In will take place in front of lecture hall B. Follow the signs from the main entrance.

InTERnET ACCESS

During the conference, you may access the internet by WLAN using the following protocolWlan-network: eduroamWlan user name: [email protected] password: Concepts2018

EATIng AnD DRInKIng In ThE AREA

There are various restaurant options in the vicinity. Opposite the university, you find the Uni.Wirt (Nautilusweg 11), which offers a wide variety of reaso-nably priced meals (Burgers, noodles, salads, filled potatoes and special dishes based on the season).

Opposite the Uni.Wirt at the Universitätsstraße is the Wienerrhoiter, a local bakery (Universitäts-straße 98). It offers a variety of breakfasts, bread of all kinds, and two option of quiche for lunch in addition to several kinds of sandwiches.

11

Almost next to the Uni.Wirt (Univesitätsstraße 33) is the Uni-Pizzeria, which is a large Italian restau-rant, with reasonably priced pizzas, and a bit more expensive noodle dishes, and serval seafood entrees.

The Osteria Panta Rhei further down the Universitätsstaße (Universitätsstraße 25) is a very small and cosy Italien restaurant. The prices are a bit higher (but for the pizzas), and for dinner you may need an advance reservation. (ca.. +43 (0) 699 11404279

The Chinese Restaurant “Chinesischer Garten” on Villacher Straße 221 is a regular and moderately priced Chinese Restaurant.

The Seepark Hotel (Universitätsstraße 104) is a more costly gourmet restaurant in the basement with a very nice outdoor area.

One of the nicest places to eat at the lake – but also costly – is the Restaurant Maria Loretto (Lo-rettoweg 54), which offers Austria traditional food, fish dishes etc. At this place, you can enjoy the view just consuming a coffee in the “downstairs” self-serving area (order on the first floor and carry your coffee and maybe pastry down to the chairs at the lake front). For eating you should place a dinner reservation. (+43 (0)463 24465)

The Villa Lido (Friedelstrand 1, Pizzeria Trattoria) offers another option to eat at the lake with a terrific view onto the lake itself.

Supermarkets: If you walk down Universitätsstraße (direction of the city centre), turn left on Schumann-gasse, you arrive at Villacherstraße next to a Hoter (Villacher Straße 181, a discount supermarket) and an Euro-spar (Villacher Straße 171, a supermarket).

Electricity: 220V/ 50Hz voltage, info on shape: https://www.adaptelec.com/index.php?main_page=document_general_info&products_id=298

Water: Austrian tap water has a very high quali-ty, frequently higher than bottled water you buy elsewhere. So, if you order water, you will most likely get sparkling water. Just ask for tap water alongside your wine, coffee etc. (Most places you get a small glass of tap water with the coffee as a matter of course).

Swimming: There are two public baths close to the university, Strandbad Klagenfurt, Metnitzstrand 2; and Strandbad Loretto (Lorettoweg 48). Day passes are 4,90€, 2 hour passes (before 3 pm) and after-noon passes (after 3m) 3,50€. Evening entry (from 7pm to closure): 2,20€

There are a number of places, where you can access the lake and go for a swim without any facilities. Ask at the reception desk for further information.

Service charge/ gratitude/ tip: Waiters (and other people) are generally payed employees; neverthe-less, it is customary to tip 5-10% of the bill.

Walking / running: Unless it is explicitly forbidden (which is not the case in any place close to Klagen-furt), people have the right-of-way in forests; so enjoy running and walking in the close-by hills. For possible trails see: http://www.bergfex.at/sommer/klagenfurt/touren/laufen/

Bikes: Klagenfurt is a flat city; a nice bike path (also good for walking) runs right next to the channel „Lendkanal“ to the city center. Cycles can be rented from a number of places; the city of Klagenfurt of-fers a city bike “nextbike”. To use nextbike, you need to register. Borrowing works using a smartphone app and codes sent to you to unlock the city bikes. (see: www.nextbike.at/en).

USEfUL InfoRmATIon

12

PROGRAMME

Wednesday, 29 August 201814:30-15:00 Welcoming (HS B)15:00-16:30 Keynote 1:

„Epistemic Cognition and Conceptual Change: Research and Teaching at the In-tersection“ (Barbara Hofer, Middlebury College, USA), (HS B)

16:30-17:00 Coffee Break (Aula HS B)17:00-18:30 Paper Session 118:40-20:00 Reception (Stiftungssaal)

Thursday, 30 August 201809:00-11:00 Paper Session 2 and Book presentation11:00-11:30 Coffee Break (Aula HS B)11:30-13:00 Keynote 2:

„Mathematical reasoning and its various obstacles“ (Wim van Dooren, KU Leuven, Belgium), (HS B)

13:00-14:30 Lunchbreak (Restaurant Mittagstisch, Lakeside Park)14:30-16:00 Paper Session 316:00-16:45 Poster & Coffee (Aula HS B)16:45-18:45 Invited Symposium (HS B)18:45-19:30 Sig Meeting: SIG3 Policy Meeting (I.1.43)

friday, 31 August 201809:00-11:00 Symposium 1, Symposium 2 and Paper Session 411:00-11:30 Coffee Break (Aula HS B)11:30-13:00 Keynote 3:

„Thinking about Sources of Knowledge: An Essential Aspect of Epistemic Cogniti-on“ (Ivar Bråten, University of Oslo, Norway) (HS B)

13:00-14:30 Lunchbreak (Restaurant Mittagstisch, Lakeside Park)14:30-16:00 Paper Session 516:00-16:30 Coffeebreak (Aula HS B)16:30-18:00 JURE Symposium and Paper Session 619:00-23:00 Social Dinner (Restaurant Kropfitschbad, Krumpendorf)

Saturday, 1 September 201809:00-11:00 Panel Discussion (HS B)11:00-11:30 Coffee Break (Aula HS B)11:30-13:00 Keynote 4:

„When the Mind Turns a Blind Eye“ (Merim Bilalić, Northumbria University, UK) (HS B) 13:00-14:00 Farewell (HS B)

13

2ND SUMMER SCHOOL ON CONCEPTUAL CHANGE (JURE)

The main focus of the summer school is to give students plenty of time to discuss their own work with experts in the field and their peers. Each student will present his/her work for about 20 mi-nutes followed by another 20 minutes of discussion. Two keynote speakers (Barbara Hofer and Wim von Dooren) will participate in the student sessions, as will the organizer of the invited sym-posium, Gale Sinatra. Additionally, a workshop is offered on methodology, and at a „fireside chat“ the experiences and publishing strategies will be discussed with the young researchers.

organizers:Haim Eshach, Ben Gurion University of the Negev, Israel Konstantinos P. Christou, University of Western Macedonia, GreecePeter Edelsbrunner, ETH Zürich, SwitzerlandGertraud Benke, Alpen-Adria-Universität Klagenfurt, Austria

Time & PlaceStarts: Monday, 27. August 2018, 15:00 o‘clock Ends: Saturday, 29. August 2018, 14:00 o‘clockSeminar Room I.1.43

14

KEYNOTES

Keynote 1

Epistemic Cognition and Conceptual Change: Research and Tea-ching at the Intersection

Wednesday 29 Aug 2018 at 15:00, HS BKeynote Speaker: Barbara Hofer (Middlebury College)Chair: Gale Sinatra (University of Southern California)

How do we know what we know, what sources of knowledge do we trust, and how do we justify our knowing? Arguably, these questions at the heart of epistemic cognition have never been so meaningful. Claims about fake news that leave citizens puzzled and uninformed, the vast availabi-lity of unfiltered information on the internet, the abuse of social media data to spread myths and falsehoods and influence elections, denial of scientific claims such as climate change that often arise from manufactured doubt – these and other concerns abound, and demand attention of re-searchers, citizens, and policy makers. Furthermore, how do we help individuals wrestle with chan-ging their conceptual understanding in ways that are more veridical with empirical evidence? At the intersection of epistemic cognition and conceptual change is the role of epistemic conceptual change, attention to epistemic premises of knowledge, with the power to foster genuine changes in understanding. In this talk I will provide an overview of epistemic cognition and briefly describe several models of conceptual change, and offer examples of studies that have linked the fields. How these two bo-dies of work intersect in epistemic conceptual change will be described, with a case study demons-trating application in educational psychology. This case demonstrates how “myth-busting” of such erroneous and widely held beliefs as learning styles requires not just a re-learning of constructs, but a change in what counts as evidence, and thus a fundamental change in epistemic understan-ding to promote conceptual change. I will offer suggestions for a research agenda in this area.

Barbara Hofer is a Professor of Psychology at Middlebury College and a Fellow of the American Psycholo-gical Association. She received her Ph.D. from the University of Michigan from the Combined Program in Education and Psychology, with a certificate in Culture and Cognition, and an Ed.M. in Human Development from Harvard University. She is the recipient of the Review of Research Award from the American Educational Research Association (with Paul Pintrich) and the McKeachie Early Career Teaching Award from the Ameri-can Psychological Association. She has published several dozen articles and book chapters, and co-edited the book Personal Epistemology: The Psychology of Beliefs about Knowledge and Knowing. Her research on epistemological development in adolescence has been funded by a National Science Foundation grant from the Developmental and Learning Sciences area. She also investigates issues of psychology and emerging technology and is the co-author (with Abigail Sullivan Moore) of The iConnected Parent: Staying Close to Your Kids in College (and Beyond) While Letting Them Grow Up

15

KEYNOTES

Keynote 2

mathematical reasoning and its various obstacles

Thursday 30 Aug 2018 at 11:30, HS BKeynote Speaker: Wim Van Dooren (Center for Instructional Psychology and Technology, KU Leuven)Chair: Konrad Krainer (Alpen-Adria Universität Klagenfurt)

Looking back at a bit more than a decade of involvement in mathematics education research, I no-ticed one clear Leitmotiv: Nearly always I ended up investigating students of various ages blatantly making mistakes to problems for which they – in principle – possess all required domain specific knowledge to come to a correct answer.

In this keynote lecture, I will use the over-use of proportionality as a case. Based on a variety of research that we conducted at the Centre for Instructional Psychology and Technology on vari-ous domains (including word problems, geometry, probability, physics) I will show how specific research techniques need to be used and various theoretical frameworks complement each other in unravelling and understanding the underlying obstacles. Obstacles in mathematical reasoning can only be partly understood by recurring to cognitive-psychological theories. These unavoidab-ly need to be complemented by developmental perspectives, taking sociocultural perspective on the setting in which the mistake took place, and by thoroughly considering the mathematical con-cepts (and their historical evolution) that are involved in students’ reasoning.

Wim Van Dooren is associate Professor at the Centre Instructional Psychology and Technology at the Katho-lieke Universiteit in Leuven (Belgium). His research focuses on mathematical thinking and problem solving in a broad age range (from kindergartners over preservice teachers to mathematical experts) in various topics (word problems, geometry, arithmetic, probability, statistics, and some physics). His research is situated at the intertwining of mathematics education and cognitive and educational psychology. This is illustrated by the fact that he has been coordinator of the EARLI SIG on Conceptual Change and vice president of the Interna-tional Group for the Psychology of Mathematics Education. Right after his PhD, he became the first recipient of the Erik De Corte Award for young and promising scholar in the field of Learning and Instruction. In the meantime, he has authored and co-authored more than 140 international articles and 40 book chapters in his research field, and edited over 10 books and special issues. He is currently leading an EARLI Centre for Inno-vative Research, and he is editor of Educational Studies in Mathematics, which is one of the most important journals in the area of mathematics education.

16

KEYNOTES

Keynote 3

Thinking about Sources of Knowledge: An Essential Aspect of Epi-stemic Cognition

Friday 31 Aug 2018 at 11:30, HS BKeynote Speaker: Ivar Bråten (University of Oslo)Chair: Clark Chinn (Rutgers University)

Within the area of personal epistemology and, more lately, epistemic cognition, thinking about sources of knowledge can be considered to play a major role. In the context of textual discourse, epistemic cognition concerning sources of knowledge is referred to as sourcing, defined as repre-senting, attending to, evaluating, and using available or accessible information about the sources of documents, for example, about who authored them or what types of documents they are. Such epistemic cognition can be considered an aspect of individuals’ critical-analytic reading skills, de-emed necessary to comprehend and synthesize information across multiple information sources in the challenging, 21st century reading context. Based on complementary frameworks within epistemic cognition and multiple document literacy, I will describe some of the challenges that reading in digital contexts, in particular, poses for adequate, adaptive sourcing. Moreover, I will address advances in research on students’ sourcing while reading to learn about controversial is-sues, focusing on the potential benefits of sourcing as well as on how sourcing may vary with individual and contextual factors. I will also address how sourcing skills may be promoted through systematic instruction, and the potential effects of such instruction on students’ learning and com-prehension outcomes. In conclusion, some future directions for research on individual and contex-tual factors contributing to sourcing, as well as on interactions between individual and contextual factors, are offered. Also, some guidelines for future research on how adaptive sourcing can be effectively and efficiently promoted are discussed.

Ivar Bråten is a professor of educational psychology at the University of Oslo, Norway. His research interests include academic motivation, strategic processing, epistemic cognition, and multiple document literacy. His list of publications contains more than 300 titles, including nine authored or edited books and nearly 150 international peer-reviewed articles and book chapters. He recently co-edited the Handbook of Epistemic Cognition with Jeff Greene and Bill Sandoval (Routledge, 2016) and the Handbook of Multiple Source Use with Jason Braasch and Matt McCrudden (Routledge, 2018).

17

KEYNOTES

Keynote 4

When the mind Turns a Blind Eye

Saturday 01 Sep 2018 at 11:30, HS BKeynote Speaker: Merim Bilalić (Northumbria University, Newcastle)Chair: Barbara Hanfstingl (Alpen-Adria Universität Klagenfurt)

Humans are very good at finding their way in everyday life. We have stored information about recurring events in the environment and we can retrieve them when we face a new situation. Our experience enables us to focus on those aspects of the environment which are relevant to the situation at hand and quickly produce appropriate responses. This is the basis of everyday skill and specialised expertise that develops with practice. But it has a downside – if there is a better solution than the one we already hold, we will have difficulty finding it. Here I present a research programme that elicits the internal workings behind this cognitive pa-radox – the very same mechanism that is normally helpful can in particular situations become dangerous. I first provide experimental evidence about the downside of this mechanism. If a pro-blem has familiar features, these trigger ideas based on our past experience of dealing with similar situations. These ideas then direct attention towards those aspects of the task that will provide further evidence that the initial approach was correct. This leads to quick and efficient handling of the task if the first idea was a good way to tackle it. But it prevents the person noticing that there might be a better way. I will then show that this pernicious mechanism, where the first idea that comes to mind biases perceptual intake towards evidence consistent with itself, is the source of many biases in handling of familiar situations both in everyday thinking and by experts in their professional life.

Merim Bilalić is Professor of Cognitive Psychology at Northumbria University, Newcastle (UK). He received his DPhil in Experimental Psychology from the University of Oxford, and has subsequently held research and teaching positions at Humboldt University (Germany), Brunel University (UK), Tübingen University (Germany) and Klagenfurt University (Austria). His research on problem-solving biases in experts won the Award for the Outstanding Doctoral Research Contribution to Psychology from the British Psychological Society in 2008. His research topics are expertise, skill acquisition, problem solving, individual differences and neuroimaging. His latest book, The Neuroscience of Expertise, was published in 2017 by Cambridge University Press.

18

INVITED SYMPOSIUM

Invited Symposium

Changing how we think about knowledge: exploring the relation-ships between epistemic cognition and conceptual change

Thursday, 30 Aug 2018 at 16:45, HS BSymposium Organizer: Gale Sinatra (University of Southern California)

Individual abstracts see page 61.

Gale Sinatra is a Professor of Psychology and the Stephen H. Crocker Professor of Education at Rossier, Univer-sity of Southern California (USA). Her areas of expertise include climate science education, evolution educa-tion, learning theory, knowledge construction, conceptual change learning, literacy acquisition, assessment, and the public understanding of science.

Her recent research focuses on understanding the cognitive and motivational processes that lead to success-ful learning in science. Specifically, Sinatra focuses on the role of motivation and emotion in teaching and learning about controversial topics, such as biological evolution and climate change.

She recently served as Co-PI on National Science Foundation grant, which resulted in a co-edited volume published by Oxford University Press entitled, Evolution Challenges: Integrating research and practice in tea-ching and learning about evolution.

For many years Gale Sinatra has been active in the American Educational Research Association (AERA) Divisi-on C in various functions, in the past she even served as Vice President; she is a Fellow of both APA and AERA.

19

PANEL DISCUSSION

Panel Discussion

Distinguishing Epistemic Beliefs from Beliefs about Learning: Does it make a difference?

Saturday, 01 Sep 2018 at 09:00, HS BPanel Organizer: Stella Vosniadou (University of Athens, Flinders University)

Stella Vosniadou is Strategic Professor in the College of Education, Psychology and Social Work, Flinders Uni-versity, Australia. In previous academic appointments she worked as Professor at the National and Kapodistri-an University of Athens, and as a Senior Scientist at the Center for the Study of Reading, University of Illinois in Urbana-Champaign.

Her research interests are in areas of cognitive development, cognitive psychology, conceptual change, and learning science and mathematics. She is well known internationally for her research for which she received the 2011 Distinguished International Contributions to Child Development Award by the Society for Research in Child Development.

Professor Vosniadou has more than 150 publications including authored and edited books and articles in re-fereed journal and edited volumes in the areas of cognitive development, cognitive psychology, conceptual change, and learning science and mathematics. She is the editor of the acclaimed “International Handbook of Research on Conceptual Change” (published by Routledge), which afforded a second edition in 2013, only a few years after its first publication. She is also the editor of the ‘Educational Practices Series’ a publication of the International Academy of Education and the International Bureau of Education of the UNESCO.

20

Wednesday, 29th August 2018 (afternoon session)

Paper Session 1.1: mathematics learning (17:00-18:30, I.1.43)

Chair Andreas Obersteiner (University of Wisconsin-Madison; University of Education Freiburg)

Paper Paper 1Natural Number Bias in understan-ding variables in algebra – the role of mathematics textbooks

Presenter: Stella Dimitrakopoulou (National and Kapodistrian Univer-sity of Athens, Greece)

Paper 2 Delay or Deficit in Algebraic Acqui-sition

Presenter: Judi Humberstone (Uni-versity of Melbourne)

Paper 3Minimal Productive Failure Inter-ventions in Mathematics Education

Presenter: Esther Ziegler (ETH Zu-rich)

Paper Session 1.2: Developing concepts in science (17:00-18:30, I.1.44)

Chair Ida Kukliansky (Industrial Engineering and Management Department, Ruppin Academic Center, Israel)

Paper Paper 1Thinking Journey as a means for individual conceptual changes in physics studies

Presenter: Yaron Schur (The David Yellin Academic College of Educa-tion)

Paper 2 Analysing children’s and adole-scents’ conceptions about the functioning of solar cells: a case study in an informal context.

Presenter: Romain Boissonnade (University of Neuchâtel & University of Teacher Education BEJUNE)

Paper 3An investigation of Alternative Conceptions on Mechanics in Adolescents with Autism

Presenter: Vassilis Kollias (Depart-ment of Primary Education, Univer-sity of Thessaly)

Paper Session 1.3: Epistemic cognition and science learning (17:00-18:30, I.2.35)

Chair Shulamit Kapon (Technion - Israel Institute of Technology)

Paper Paper 1Young Children’s Emerging Episte-mology and Science Learning: Un-raveling the relation between The-ory of Mind, Personal Epistemology and Conceptual Change

Presenter: Natassa Kyriakopoulou (University of Athens)

Paper 2 Unpacking students‘ epistemic co-gnition in a computer-simulated environment

Presenter: Maria Lindfors (Umeå University)

Paper 3How do children aged between 4-11 years learn science, and what can this tell us about the efficacy of the science curriculum in England?

Presenter: Zayba Ghazali-Moham-med (University of Edinburgh)

21

Thursday, 30th August 2018 (morning session)

Paper Session 2.1: Social and environmental studies (09:00-11:00, I.1.43)

Chair Romain Boissonnade (University of Neuchâtel & University of Teacher Education BEJUNE)

Paper Paper 1Student´s conceptions of causes and processes for-ming eskers and erratics.

Presenter: Mattias Ar-rhenius (Department of Humanities and Social Science Education, Stock-holm University)

Paper 2 Understanding students’ explanations of geosci-ence phenomena

Presenter: Sibylle Rein-fried (University of Teach-er Education Lucerne)

Paper 3Teaching for understan-ding social-ecological systems using Dynamic Learning and Thinking Journey

Presenter: Yaron Schur (The David Yellin Academ-ic College of Education)

Paper 4Making possible by making visible - Investigating lear-ning opportunities when using different visual repre-sentations of price

Presenter: Ann-Sofie Jäger-skog (Stockholm University)

Paper Session 2.2: Instructional strategies (09:30-11:00, I.1.44)

Chair Martin Schwichow (PH Freiburg)

Paper Paper 1Modelling as a support for conceptual change in chemistry

Presenter: Hamad Karous (University of Liège)

Paper 2 Being proven wrong only elicits learning among children with higher exe-cutive function skills

Presenter: Garvin Brod (German Institute for In-ternational Educational Research (DIPF))

Paper 3The role of instructional analogies on understan-ding and persuading on the validity of counter-intuitive information

Presenter: Irini Skopeliti (University of Patras)

Book presentation (09:00-11:00, I.2.35): Converging Perspectives on Conceptual Change

Tamer Amin (American University of Beirut), Olivia Levrini (University of Bologna), Clark Chinn (Rutgers Uni-versity) & Mariana Levin (Western Michigan University)

22

Thursday, 30th August 2018 (afternoon session)

Paper Session 3.1: Cognitive mechanisms in learning (14:30-15:30, I.1.43)

Chair Patrice Potvin (Université du Québec à Montréal)

Paper Paper 1Conceptual change and inhibition in chemistry: An fMRI study

Presenter: Guillaume Malenfant-Robichaud (Université du Québec à Montréal)

Paper 2 Brain-Based Mechanisms Involved in Conceptual Change in Science: A Literature Review

Presenter: Lucian Nenciovici (Uni-versité du Québec à Montréal)

Paper Session 3.2: methodological issues on studying learning 1 (14:30-16:00, I.1.44)

Chair Olivia Levrini (University of Bologna)

Paper Paper 1Teacher‘s trainee‘s conceptions analyzing data in the physics labo-ratory

Presenter: Ida Kukliansky (Industrial Engineering and Management De-partment, Ruppin Academic Center, Israel)

Paper 2 In-situ examination of the interre-lations of explanations and models

Presenter: Shulamit Kapon (Tech-nion - Israel Institute of Technology)

Paper 3On the negative effect of inquiry learning activities on scientific rea-soning skills

Presenter: Martin Schwichow (PH Freiburg)

Paper Session 3.3: Epistemic cognition in learning (14:30-16:00, I.2.35)

Chair Natassa Kyriakopoulou (University of Athens)

Paper Paper 1Exploring Development of Adap-tive Epistemic Cognition in Preser-vice Teachers

Presenter: Leila Ferguson (Kristiania University-College)

Paper 2 Students’ personal epistemolo-gical beliefs and climate change solutions

Presenter: Caroline Ignell (Depart-ment of Education, Stockholm Uni-versity)

Paper 3A Validation Study of the Internet-Specific Epistemic Justification In-ventory

Presenter: Christian Brandmo (Uni-versity of Oslo)

23

Thursday, 30th August 2018 (afternoon session)

Invited Symposium (16:45-18:45, hS B)

Gale Sinatra (University of Southern California)

Paper IntroductionChanging How We Think About Knowledge: Ex-ploring The Relationships Between Epistemic Co-gnition And Conceptual Change.

Presenter: Gale Sinatra (University of Southern California)

Paper 1 Changes in Aims, Ideals, and Reliable Processes During Epistemic Growth in Explanation

Presenter: Clark Chinn (Rutgers University)

Paper 2Think you know it? Well, think again: Reappraising plausibility judgments to facilitate knowledge reconstruction in science

Presenter: Doug Lombar-di (Department of Teach-ing and Learning, Temple University)

Paper 3„This is Exhausting“ - Fin-ding the Skill, Will, and Thrill for Conceptual Change in the Digital Age

Presenter: Jeff Greene (Uni-versity of North Carolina at Chapel Hill)

Paper 4Moderating and Media-ting Effects of Attitudes and Epistemic Beliefs on Conceptual Change

Presenter: James A. Viv-ian (McGill University)

Paper 5Towards expertise in his-toriography: Ontologi-cal and epistemological changes in the concept of history

Presenter: Mikko Kai-nulainen (University of Turku)

Discussant

Panayiota Kendeou (Uni-versity of Minnesota)

24

friday, 31th August 2018 (morning session)

Symposium 1: Epistemic cognition in the social sciences (09:00-11:00, I.1.43)

Cecilia Lundholm (Department of Humanities and Social Science Education, Stockholm University)

Paper IntroductionEpistemic cognition – focussing on the social sciences

Presenter: Cecilia Lund-holm (Department of Humanities and Social Science Education, Stock-holm University)

Paper 1 Discipline-specific epi-stemic beliefs across disciplines in higher education: Combining intra- and interindividual perspectives

Presenter: Tom Ros-man (Leibniz Institute for Psychology Information (ZPID))

Paper 2Need for Cognition and Belief in Authority as Predictors of Conceptu-al Change in Learning Research Methods and Statistics

Presenters: Peter Edels-brunner (ETH Zurich) & Nina Vaupotič (University of Ljubljana)

Paper 3How much politics is there? Exploring students’ expe-riences and views of values and objectivity in political science from an epistemic cognition perspective

Presenter: Linda Ekström (Luleå University of Technol-ogy)

Paper 4Student Characteri-stics Predict Conceptu-al Knowledge Gains in Higher Education

Presenter: Maja Flaig (De-partment of Educational Psychology, University of Trier)

Discussant

Clark Chinn (Rutgers Uni-versity)

Symposium 2: Dual process theories and mathematics learning (09:00-11:00, I.1.44)

Konstantinos Christou (University of Western Macedonia, Greece), Xenia Vamvakoussi (University of Ioannina)

Paper Introduction & Paper 1Conceptual Change and Dual-Process Accounts of Mathematical Reasoning – The E-CIR “Conceptual Change” project.

Presenter: Konstantinos Christou (University of Western Macedonia)

Paper 2 The relations between inhibition, spontaneous focusing on quantitative relations, and rational number knowledge

Presenter: Jake McMullen (University of Turku)

Paper 3Naive and scientific con-cepts interfere in wor-king memory during re-call: A dual-task study

Presenter: Michael Schneider (University of Trier)

Paper 4Intuitive errors in learners’ fraction understanding: A dual-process perspective on the natural number bias

Presenter: Jo Van Hoof (KU Leuven)

Paper 5Using executive function tasks to investigate links between conceptual change and dual process theories.

Presenter: Stella Vosniadou (University of Athens)

Discussant

Matthew Inglis (Univer-sity of Loughborough, UK)

25

friday, 31th August 2018 (morning session)

Paper Session 4.1: Beliefs in teacher education (09:00-11:00, I.2.35)

Chair Yaron Schur (The David Yellin Academic College of Education)

Paper Paper 1Educational controversi-es, epistemological sensi-tization and critical thin-king instructions – Effects of an intervention to fo-ster pre-service teachers’ epistemic beliefs

Presenter: Eric Klopp (Saarland University)

Paper 2 Higher education tea-chers’ conceptions about the role of prior know-ledge in learning

Presenter: Ilona Södervik (University of Helsinki)

Paper 3A conceptual change ap-proach to professional development of universi-ty teachers?

Presenter: Lily Min Zeng (University of Hong Kong)

Paper 4Beliefs about learning in the pedagogy of Dutch chemistry and physics te-acher educators.

Presenter: Erik Meij (Windesheim University of Applied Sciences)

friday, 31th August 2018 (afternoon session)

Paper Session 5.1: Teachers‘ epistemic beliefs (14:30-16:00, I.1.43)

Chair Erik Meij (Windesheim University of Applied Sciences)

Paper Paper 1Beliefs of a Japanese col-lege student as an English learner: exploring episte-mic cognition in langua-ge learning

Presenters: Yukako Ueno (International Christian University) & Akiko Fukao (International Christian University)

Paper 2 Epistemic (conceptual) change meets psycho-metrics – Exemplary ap-plication of measurement invariance analysis to capture the development of teacher students’ epi-stemic beliefs

Presenter: Eric Klopp (Saarland University)

Paper 3Pre-service biology tea-chers‘ perceptions about critical thinking

Presenter: Susanne Rafolt (University of Innsbruck, Department of Subject-Specific Education)

Paper Session 5.2: methodological issues on studying learning 2 (14:30-16:00, I.1.44)

Chair Michael Schneider (University of Trier)

Paper Paper 1Preliminary analysis of the “Models of conceptu-al change” project: quali-fication of- and support given to- conceptual change models in five major science education research journals since the beginnings

Presenter: Patrice Potvin (Université du Québec)

Paper 2 Assessment of miscon-ceptions in designing conclusive experiments

Presenter: Sonja Pe-teranderl (ETH Zurich)

Paper 3Conceptual Notions of p-values in Educational Research

Presenters: Peter Edels-brunner (ETH Zurich) & Christian Thurn

26


Paper Session 5.3: Conceptual change in science and engineering (14:30-16:00, I.2.35)

Chair Hamad Karous (University of Liège)

Paper Paper 1Studying initial con-ceptions of the au-tonomous car as the groundwork for desi-gning road safety training

Presenter: Emeline Ah-tchine (University Greno-ble Alpes)

Paper 2 Through the lens of confi-dence: students’ miscon-ceptions in physiology

Presenter: Marjolein Ver-steeg (Leiden University Medical Center)

Paper 3Making Energy Easy: In-teracting with the Forces Underlying Chemical Bonding Using the ELI-Chem Simulation

Presenter: Asnat R. Zohar (University of Haifa)

Symposium 3: JURE Symposium (16:30-18:00, I.1.43)

Peter Edelsbrunner (ETH Zurich)

Paper Paper 1Analyzing Epistemic Ideals and Reliable Pro-cesses in Written Argu-mentation Following On-line Learning

Presenter: Rebekah Duke (University of North Caro-lina at Chapel Hill)

Paper 2 The Role of Scientific Mo-deling and Conceptual Knowledge in Context-Based Tasks

Presenter: Susanne Digel (University of Koblenz-Landau)

Paper 3Pre-service teachers‘ epi-stemic beliefs: Exploring the mechanism of change in different instructional settings

Presenter: Julia Ruess (Humboldt-Universität zu Berlin)

Paper 4Historians’ Epistemic Practices

Presenter: Mikko Kainu-lainen (University of Turku)

Discussant

Leila Ferguson (Kristiania University-College)

Paper Session 6.1: Thoretical considerations in conceptual change (16:30-18:00, I.1.44)

Chair Tamer Amin (American University of Beirut)

Paper Paper 1A Theoretical Framework of Strategies for Fostering Scientific Modeling in Classroom Discussions

Presenter: John J. Clem-ent (U. of Massachusetts, Amherst)

Paper 2 Conceptual change and representational change: are they sides of the same coin?

Presenter: Florence Mi-haela Singer (UPG Univer-sity of Ploiesti)

Paper 3Conceptual Change as Complex and Emergent

Presenters: Mark Hard-man (UCL Institute of Education) & John-Paul Riordan (Canterbury Christ Church University)

27


Paper Session 6.2: Different aspects of the natural number Bias Phenomenon (16:30-18:00, I.2.35)

Chair Esther Ziegler (ETH Zurich)

Paper Paper 1Natural Number Bias when Reasoning about the Effect of Operations

Presenter: Wim Van Dooren (Center for In-structional Psychology and Technology, KU Leuven)

Paper 2 Do Benchmarks Help Peo-ple Overcome the Natural Number Bias in Fraction Comparison?

Presenter: Andreas Ober-steiner (University of Wis-consin-Madison; Univer-sity of Education Freiburg)

Paper 3Are Primary Teachers the Unwitting Cause of Natu-ral Number Bias?

Presenter: Tobias Hell (Universität Innsbruck, Pädagogische Hochschule Tirol)

Saturday, 1st September 2018 (morning session)

Panel Discussion: Distinguishing Epistemic Beliefs from Beliefs about Learning: Does it make a difference? (09:00-11:00, hS B)Stella Vosniadou (University of Athens, Flinders University)

29

WEDnESDAy, 29Th AUg 2018

Paper Session 1.1: mathematics learning

natural number Bias in understanding variables in algebra – the role of mathematics textbooks

Wednesday 29 Aug 2018 at 17:00, I.1.43Authors: Stella Dimitrakopoulou (National and Kapodistrian University of Athens, Greece) & Kon-stantinos Christou (University of Western Macedonia, Greece)Presenter: Stella Dimitrakopoulou (National and Kapodistrian University of Athens, Greece)

Understanding variables, which are literal symbols that stand for any real number, is crucial for understanding algebra. Students have many difficulties acquiring the concept of variable, and recent findings have shown that some of these difficulties are due to the Natural Number Bias (NNB) phenomenon. NNB is students’ tendency to use their knowledge about natural numbers, in reasoning about rational numbers. The NNB is one of the main reasons for students’ mistakes and lack of understanding rational numbers. Previous studies have also shown that the NNB affect students to tend to think that variables in algebra stand for natural numbers only, and not for any real number. Since mathematics textbooks contribute significantly to teaching ma-thematical concepts, it would be interesting to test the way variables appear in the mathema-tics textbooks and the kind of numbers, natural or non-natural they are attributed to them. The results of testing the textbooks used in early junior high school (7th-9th grade) in Greece, showed that the variables mostly appeared as generalized numbers (i.e., to represent patterns or sequences) and not specific, unknown numbers. However, the results showed that the NNB phenomenon is reproduced in the Greek mathematics textbooks since it appeared that natural and non-natural numbers were almost equally appeared as values for the variables, in the given examples, exercises, definitions, etc. Taking into consideration, that rational numbers are intro-duced already from the 3rd grade, they could appear more often in the math textbooks helping students exceed the NNB.

30


Delay or Deficit in Algebraic Acquisition

Wednesday 29 Aug 2018 at 17:30, I.1.43Authors: Judi Humberstone (University of Melbourne) & Robert Reeve (University of Melbourne)Presenter: Judi Humberstone (University of Melbourne)

Interpreting the equal sign as a bi-directional symbol indicating that the two sides of an equa-tion are equal and interchangeable is essential for algebraic problem-solving success. Previous research has shown that distinct profiles characterising the development of algebraic reaso-ning ability based on individuals’ understanding of the equals sign can be identified, but not whether the groups are homogeneous (representing delay) or heterogeneous (representing both deficit and delay). Profiles based on interpretation of the equals symbol in one-hundred-thirty-five 12-year-olds were analysed longitudinally to investigate whether the less-sophistica-ted groups are simply delayed in their acquisition of algebra, whether they have a basic deficit, or whether there a combination of individuals who represent both algebraic deficit and dela-yed algebraic progress within a single profile.

The analyses revealed that the groups were, in fact, not homogeneous. Specifically, students were found in each of the four clusters identified in the initial testing phase who did not pro-gress across time and who could reasonably be assumed to exhibit algebraic deficit. Important-ly, the deficit groups appeared to lack adequate entering arithmetic competence. Overall, the research highlights the importance of the early identification of individual differences in under-standing algebraic equivalence and that an unsophisticated interpretation of the equals sym-bols may be an outcome of developmental deficit. The outcomes have significant pedagogical implications for algebra instructional design and highlight the importance of ensuring that all students have adequate arithmetic competence prior to the introduction of algebraic concepts.

31


minimal Productive failure Interventions in mathematics Edu-cation

Wednesday 29 Aug 2018 at 18:00, I.1.43Authors: Esther Ziegler (ETH Zurich) & Manu Kapur (ETH Zurich)Presenter: Esther Ziegler (ETH Zurich)

In the context of conceptual problem solving material, productive failure has shown good effects on conceptual and transfer measures but not on procedural measures. It is not clear whether these effects of productive failure on learning would be consistent in the context of manipulation problem-solving material. Demanding manipulation material usually consists of several types of principles to be introduced and distinguished from each other. Therefore in our study of introducing algebraic expression simplification over three instruction sessions, short productive failure interventions were presented always before a new principle was presented. A total of 85 sixth-graders were assigned to either an experimental condition of productive failure or a control condition of additional practice. The results revealed an outperformance of offering minimal productive failure occasions compared to offering additional practice on the procedural measure with isomorphic problems, that is, productive failure improved flexible simplification of algebraic expressions. However, the intervention did not show effects on the verbal conceptual and transfer measures. Surprisingly, just a minimal intervention impacted fle-xible manipulation skills on isomorphic material. Such a minimal intervention with productive failure occasions for to-be-introduced principles is easily applicable in all instructional settings.

32

Paper Session 1.2: Developing concepts in science

Thinking Journey as a means for individual conceptual changes in physics studies

Wednesday 29 Aug 2018 at 17:00, I.1.44Authors: Yaron Schur (The David Yellin Academic College of Education) & Svetlana Ovsyannikov (The David Yellin Academic College of Education)Presenter: Yaron Schur (The David Yellin Academic College of Education)

In this study, we would like to show the individual nature of the conceptual change process that students experienced in the classroom while studying the concept of refraction in physics. The students experienced learning through the use of Thinking Journey pedagogy. Thinking Jour-ney (TJ) (Schur, 2015; Stein, Galili & Schur, 2015; Schur & Galili, 2009) enables students to study through experiencing journeys in their minds that give multiple perspectives of the learnt con-cepts or topics. The qualitative study examined in details the conceptual understanding process of five 10th grade students who learnt the topic in a class of 14 students. In order to analyze the changes in the understanding of the students their final drawings were compared to the initial ones, while reflecting on the influence of the scientific knowledge of the principles of refrac-tion on visualizing an environment. The initial descriptions of all the students were descriptive. Some of them saw small features around them, others described rural or urbanite views. After learning the students used scientific explanations. Learning the refraction principles and the way they are affecting different contexts enabled the students to change their understanding of the concept of refraction and the way it affects their observation of reality. Though all the stu-dents were given the same tasks in the classroom, each one of them constructed an individual path of conceptual learning.

33


Analysing children’s and adolescents’ conceptions about the functioning of solar cells: a case study in an informal context

Wednesday 29 Aug 2018 at 17:30, I.1.44Author & Presenter: Romain Boissonnade (University of Neuchâtel & University of Teacher Educa-tion BEJUNE)

Studies in science education indicate that prior knowledge greatly influences the way science concepts are acquired from elementary school to college level. Children’s naïve concepts and conceptions of electricity have been largely investigated since the 80’s. However, there are very few studies relative to children’s knowledge about solar panels functioning, probably because it is a recent technology. The study was carried out in a holiday play scheme organised in Swit-zerland and called “solar toys”. This out-of-school context enabled children to build a personal solar toy, powered with a small photovoltaic panel. Twenty-six children aged 7 to 13 y.o. were interviewed, initially and after the session, and were observed during their building activities. Qualitative analyses of free observations and children’s responses were used in order to cha-racterise their conceptions about the functioning of a solar panel. The finding supports previ-ous research about children‘s understanding of light, electricity and energy: the relationship between the sun and the panel is sometimes neglected, or the sunlight may be thought as an external condition without any interaction with the device. The solar panel could be considered as a property which animates a whole thing. The solar panels are often ontologically considered as a switcher, as a pipe, as a converter or as a trap. Finally, we outlined a theoretical framework where analogies and cultural tools play a central role in conceptual changes.

34


An investigation of Alternative Conceptions on mechanics in Adolescents with Autism

Wednesday 29 Aug 2018 at 18:00, I.1.44Authors: George Kaliampos (Department of Special Education, University of Thessaly, Greece), So-fia Mavropoulou (Queensland University of Technology, Australia), Vassilis Kollias (Department of Primary Education, University of Thessaly) & Denis Vavougios (Department of Special Education, University of Thessaly)Presenter: Vassilis Kollias (Department of Primary Education, University of Thessaly)

Alternative ideas of natural phenomena have been a subject of study for quite some time. The present study aims to contribute to the debate concerning the coherence versus fragmentation nature of these alternative ideas by making use of the Empathizing - Systemizing theory (E-S theory) in the field of autism. In order to do so, we tried to examine the alternative conceptions of mechanics of adolescents with HFASD and their level of coherence. For this purpose, an ex-perimental investigation was conducted with 19 adolescents with HFASD (age range: 12-16 yrs) and 55 adolescents with typical development (age range: 12 to 16 yrs) matched on sex and non verbal mental age. Two structured computerized tools were developed for data colle-ction. 2011). The research findings suggest that generally both groups used similar alternative conceptions. However these alternative conceptions had sometimes different emphasis from the adolescents with HFASD. Moreover, sometimes this group used completely new alternative conceptions (i.e. step-by-step model of movement). In both groups the ‘acquired force’ model was the model that adolescents predominantly used for most of the question sets across the EDEIA tasks. Nevertheless, adolescents with HFASD used this model with significant higher con-sistency than the comparison group. Another research finding suggests that participants with HFASD have higher systemizing ability compared to the adolescents with typical development. Finally, a significant moderate correlation was found between the systemizing ability and the coherence of force model (r = +. 458, p<0.001).

35

Paper Session 1.3: Epistemic cognition and science learning

young Children’s Emerging Epistemology and Science Learning: Unraveling the relation between Theory of mind, Personal Epi-stemology and Conceptual Change

Wednesday 29 Aug 2018 at 17:00, I.2.35Authors: Natassa Kyriakopoulou (University of Athens) & Stella Vosniadou (University of Athens, Flinders University)Presenter: Natassa Kyriakopoulou (University of Athens)

We report on the results of three empirical studies which tested the hypotheses that 1) there is a high correlation between children’s Theory of Mind ability (ToM), their Personal Epistemo-logy (PE) and Conceptual Change in Science learning (SL), 2) there is a developmental path in the direction ToM to PE and to SL, and 3) the nature of the relation between ToM ability and SL shows a developmental progress. In the first study 63 elementary school children (mean age: 10 years and 8 months) were administered various measures from the research tradition of ToM and PE domains. The results showed that there are considerable links between children’s grow-ing ToM ability and their subsequent PE. In the second study 46 children (mean age: 10 years and 7 months) were administered measures of their ToM ability, of their epistemic stance and of their ability to reason about different conceptual models of the physical world. The results sup-ported a stepwise development where ToM ability contributes to the development of epistemic thought and facilitates conceptual change. In the third study 38 4th graders and 36 6th graders were administered measures from the ToM and SL tradition. The results of this study confirmed the existence of a common underlying cognitive - epistemological component between ToM ability and SL and indicated that the relation between these domains shows a developmental progress. The present research shows that there is a reason to believe in the existence of a com-mon structure between ToM, PE and SL.

36


Unpacking students‘ epistemic cognition in a computer-simula-ted environment

Wednesday 29 Aug 2018 at 17:30, I.2.35Authors: Maria Lindfors (Umeå University), Madelen Bodin (Umeå University) & Shirley Simon (UCL Institute of Education, University College London)Presenter: Maria Lindfors (Umeå University)

It is a widely held view that students’ epistemic beliefs influence the way they learn and think in any given context. However, in the science learning context, the relation between the sophi-stication of epistemic beliefs and success in scientific practice is sometimes ambiguous. Taking this inconsistency as a point of departure, we examined the relationships between students’ scientific epistemic beliefs (SEB), their epistemic practices, and hence their epistemic cognition in a computer simulation in classical mechanics. The 19 tenth grade students’ manipulations of the simulation, spoken comments, behavior, and embodied communication were screen and video-recorded and subsequently described and coded by an inductive approach. The screen and video recordings were triangulated with a stimulated recall interview to access a broader understanding of the dynamic processes of epistemic cognition. Our findings focusing on three different students reveal a dynamic pattern of interactions between SEB and knowledge, i.e., epistemic cognition, showing how epistemic cognition can be understood in a specific pro-blem solving context due to the actions the student express.

37


how do children aged between 4-11 years learn science, and what can this tell us about the efficacy of the science curriculum in England?

Wednesday 29 Aug 2018 at 18:00, I.2.35Author & Presenter: Zayba Ghazali-Mohammed (University of Edinburgh)

Much progress has been made in understanding the cognitive development of primary child-ren within the domains of literacy and numeracy, but less progress has been made in under-standing how children are learning aspects of science. Prior research has identified children as young as 4 are able to grasp very basic ideas of some areas in biology but with no idea about the cognitive processes behind them, which often lead children to hold misconceptions prior to schooling (Springer, 1999).

This study aimed to explore children’s (N=138) conceptual development of scientific concepts by investigating the ways in which related concepts are coordinated and interlinked. This study also explored how general cognitive abilities (e.g. executive functioning, attention) were likely to influence or predict the development and progression of these concepts.

Three cohorts of children (aged 4-5; 6-7; 9-10) were tested on their knowledge of four areas of biology currently included in the National Curriculum for England (NC; inheritance, biodiversity, ecology and evolution) using a novel method based on the NC. They were also tested on vari-ous established measures of working memory, executive functioning, and attention, as well as measures assessing language and numeracy ability. The same children were followed up one year later with exactly the same test procedures in an effort to track the developmental trajec-tories of children’s biological understanding, and to see what effect general cognitive abilities have on this level of understanding and the progression of this understanding.

39

Paper Session 2.1: Social and environmental studies

Student´s conceptions of causes and processes forming eskers and erratics

Thursday 30 Aug 2018 at 09:00, I.1.43Authors: Mattias Arrhenius (Department of Humanities and Social Science Education, Stockholm University) & Cecilia Lundholm (Department of Humanities and Social Science Education, Stock-holm University)Presenter: Mattias Arrhenius (Department of Humanities and Social Science Education, Stockholm University)

The aim of this study is to investigate students’ conceptions of causes and processes concerning the formation of eskers and erratics. Landforms, and natural processes - relating to time and space - are central to both geoscience and geography education. Given the lack of research on students´ understanding of glacial processes and landforms in geoscience education, this study contributes theoretically by investigating students’ alternative conceptions and scientific conceptions, and empirically by extending our body of knowledge of students’ understandings of a topic and generic concept at the core of geography education. Data consists of 135 written responses on an assignment with 12-13 year old students from the Swedish national test in ge-ography (year 2013). The responses were sampled and then analysed using qualitative content analysis. In order gain a richer understanding of students´ conceptions, focus group interviews were conducted in schools with 12-13 year old students in 2017.

Results show that more than a third of the students hold alternative conceptions on the causes for these landforms such as landslides, meteor impacts or human activity. The results also shows that majority of the students, who relate these landforms to a scientific cause (glaciers /ice sheets) have problems understanding the processes involved in formation of eskers and er-ratics, in terms of extraction, transport and deposition of material. We believe these findings will help provide insights for teachers and are useful when designing classroom instructions aiming at changing alternative conceptions and strengthening scientific conception.

ThURSDAy, 30Th AUg 2018

40


Understanding students’ explanations of geoscience phenomena

Thursday 30 Aug 2018 at 09:30, I.1.43Author & Presenter: Sibylle Reinfried (University of Teacher Education Lucerne)

This study is based on the theory perspective of Knowledge in Pieces by diSessa (1993). Its aim was to apply criteria developed by Kapon & diSessa (2012) suitable to assess students’ know-ledge structures and confidence in their self-generated explanations concerning a complex topic from hydrology. With the help of the criteria it is possible to investigate what cognitive resources the students draw upon when forming explanations which allows a deeper insight into the fundamentals of knowledge construction and reasoning. The analysis was exemplified by two case studies of two 12-year old students and made use of excerpts from interviews, drawings and brief written explanations provided by the students. The analysis of the intuitive knowledge revealed two content-specific explanatory primitives - matter in motion has force and hard matter blocks, loose matter lets things through - that have a high priority for the students thus demonstrating a high confidence students have in these explanatory prims. The two explanatory primitives examined here in more detail appear to play a major role in intuitive thinking in the context of springs and ground water. They explain why the idea that springs and ground water must have something to do with large underground caves or channels is so widespread and difficult to change.

41


Teaching for understanding social-ecological systems using Dy-namic Learning and Thinking Journey

Thursday 30 Aug 2018 at 10:00, I.1.43Authors: Yaron Schur (The David Yellin Academic College of Education), Adiv Gal (Kibbutzim Col-lege of Education, technology and the arts), Dafna Gan (Kibbutzim College of Education, technol-ogy and the arts) & Efrat Nevo (Jerusalem College)Presenter: Yaron Schur (The David Yellin Academic College of Education)

Our research was done with 20 M.Ed. students learning in the environmental education pro-gram who learnt a course about social-ecological systems. They went to three field trips to observe and analyze different systems in real environments and learn about them. They drew the systems and explained their drawings. Though the students had prior knowledge about social-ecological systems, they found it difficult to observe a real system and be able to connect the theory to the reality. We used the ideas of Dynamic Learning (Schur & Valanides, 2005) for learning about the specific system and those of Thinking Journey (Schur, 2015; Stein et al., 2015) for developing the understanding through the use of multiple perspectives. In each system, the students went through a Dynamic Learning phase of learning in relation to the specific envi-ronment that they saw. Learning did not stop in each environment; the students experienced a Thinking Journey, where they used in other environments the theoretical elements and con-nected them to real systems. Our findings suggest that the conceptual change processes of specific students related to their ability to use abstract thinking in connection with the real features of specific systems. An analysis system was developed that enabled us to measure the understanding levels of the students. The analysis of drawings enabled us to listen to the unique learning path of each student.

42


making possible by making visible - Investigating learning op-portunities when using different visual representations of price

Thursday 30 Aug 2018 at 10:30, I.1.43Authors: Ann-Sofie Jägerskog (Stockholm University), Cecilia Lundholm (Department of Humani-ties and Social Science Education, Stockholm University) & Peter Davies (Birmingham University, School of Education)Presenter: Ann-Sofie Jägerskog (Stockholm University)

The aim of this study was to contribute to the understanding of how two different visual re-presentations of price (a supply/demand graph and a causal loop diagram) facilitate learning of the concept and what aspects of conceptual understanding is made possible by these vi-sual representations. Price is a key concept in economics teaching of upper secondary school, however often difficult for the students to grasp (Lundholm, 2018). Prior research has inve-stigated whether or not graphs of pricing facilitate learning (Cohn et al., 2001), qualitatively different ways of understanding price (Pang & Marton, 2003) and common problems when learning about price (Strober & Cook, 1992). However, the question of how learning of pricing is affected by the use of different visual representations has not yet been addressed. In the present study upper secondary students’ understanding of price in relation to two different visual representations was investigated from a multimodal point of view. Lessons were con-ducted with four different classes, of which two had lessons based on the traditional supply/demand graph and two on a causal loop diagram (Wheat, 2007). Students conducted a written pre- and post-test and small group discussions from the lessons were recorded. The material was analysed phenomenographically in order to identify the students’ understandings of price in relation to the visual representation used. Results give insights into different understandings of price, as well as critical aspects of this understanding, and what learning, in relation to those critical aspects, seems to be made possible through the different representations.

43

Paper Session 2.2: Instructional strategies

modelling as a support for conceptual change in chemistry

Thursday 30 Aug 2018 at 09:30, I.1.44Authors: Hamad Karous (University of Liège), Brigitte Nihant (University of Liège) & Bernard Leyh (University of Liège)Presenter: Hamad Karous (University of Liège)

Practice-oriented studies on conceptual change in chemistry education remain relatively scar-ce. In agreement with the constructivist approach in which learners build their own cognitive structure, many results have shown that learning through modelling positively contributes to conceptual adaptation. From this point of view, this contribution analyses to what extent up-per secondary school learners’ modelling abilities can progress, within selected contextualized situations of various difficulties, from spontaneous reasoning abilities and prior concepts to an adequate conceptual model. The work focuses on schematic modelling skills, on the develop-ment of assessment tools in order to validate the evolution of the modelling competences, and on the social interactions within peer groups in a complex modelling task.

44


Being proven wrong only elicits learning among children with higher executive function skills

Thursday 30 Aug 2018 at 10:00, I.1.44Authors: Garvin Brod (German Institute for International Educational Research (DIPF)), Marcus Hasselhorn (German Institute for International Educational Research (DIPF)), Silvia Bunge (UC Berkeley) & Jasmin Breitwieser (German Institute for International Educational Research (DIPF))Presenter: Garvin Brod (German Institute for International Educational Research (DIPF))

This study investigated whether letting children generate predictions about an outcome sup-ports their learning. Generating predictions has been identified as a promising instructional technique because it combines prior knowledge activation and testing with cognitive conflict induction for wrongly predicted outcomes. We hypothesized that the extent to which children can leverage the induced cognitive conflict to revise their misconceptions will be related to their executive functions (EF). 29 children aged 9–12 (mean age: 10.0 years) were tested on an EF battery, as well as on two experimental tasks in which generating a prediction was compared to closely-matched control conditions. In the first task, children acquired knowledge of Euro-pean geography, whereas the second task was an episodic memory task in which they memo-rized soccer results. Pupillometry data assessed during the first task suggested that generating predictions lead children to activate relevant prior knowledge and to experience conflict about events that they had incorrectly predicted, but this did not lead to better learning than a control condition that also entailed knowledge activation. Results of the second task implicated inhi-bitory control skills in the ability to remember and learn through cognitive conflict. In sum, our study indicates that asking children to generate predictions helps them to activate their prior knowledge but that – presumably due to their immature EFs – children will need considerable support to successfully leverage the cognitive conflict induced by wrong predictions for revi-sing their knowledge.

45


The role of instructional analogies on understanding and per-suading on the validity of counter-intuitive information

Thursday 30 Aug 2018 at 10:30, I.1.44Authors: Irini Skopeliti (University of Patras) & Stella Vosniadou (University of Athens, Flinders Uni-versity)Presenter: Irini Skopeliti (University of Patras)

The current research investigated the influence of instructional analogies on students’ under-standing of the scientific explanation of the day/night cycle. In two experiments (group-testing and interview-study) we examined children’s recalls, inferential errors and posttest changes in their explanations after reading a science text with or without an instructional analogy. Total-ly, 168 children, 3rd graders and 5th graders, participated in our experiments. Children were randomly assigned in two experimental groups and read and recalled either a text giving the scientific explanation of the day/night cycle or a text which gave the same explanation and also used an analogy from a high familiar domain. We expected that the use of analogy would be more effective in understanding and recalling the scientific information, because it would present the unfamiliar mechanism through a familiar domain. Compared to the participants in the no-analogy conditions, the participants in the analogy conditions produced better recall of the texts, created fewer invalid inferences, and were more likely to adopt the scientific expla-nation or an explanation close to the scientific one at posttest. In the interview study, we also evaluated children’s awareness of the differences between their own explanations and the one presented in the text and if they were persuaded on its validity. An interesting finding was that prior knowledge can pose strong constraints on understanding, and the mere presence of an analogy might not be persuasive enough to produce conceptual change learning even when the reader understands the analogy.

46

Book presentation

Converging Perspectives on Conceptual Change

Thursday 30 Aug 2018 at 09:00, I.2.35Authors & Presenters: Tamer Amin (American University of Beirut), Olivia Levrini (University of Bo-logna), Clark Chinn (Rutgers University) & Mariana Levin (Western Michigan University)

This session presents, and opens the floor for discussion, of a new edited volume entitled Con-verging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences (Eds. T. Amin & O. Levrini, Routledge, 2018). The book responds to what the editors per-ceive as excessive fragmentation in research on conceptual change, which is conducted across multiple disciplines and distinct strands of research. Addressing conceptual change across a number of domains, but with a focus on science, the book explores how different strands of research have converged and how they might complement one another. The book includes five sections addressing the following aspects of research on conceptual change: the nature of concepts and conceptual change; representation, language and discourse in conceptual chan-ge; modeling, explanation and argumentation in conceptual change; metacognition and epi-stemology in conceptual change; and identity and conceptual change. Each section includes a number of short chapters followed by an extended synthesis chapter. The book as a whole is concluded by an overall synthesis. The session will include short presentations by the book’s editors and section editors, introducing the book and its objectives and the main findings of the synthetic effort within each section and the book as a whole. The session will end with an extended discussion with the audience.

47

Paper Session 3.1: Cognitive mechanisms in learning

Conceptual change and inhibition in chemistry: An fmRI study

Thursday 30 Aug 2018 at 14:30, I.1.43Authors: Guillaume Malenfant-Robichaud (Université du Québec à Montréal), Steve Masson (Uni-versité du Québec à Montréal), Patrice Potvin (Université du Québec à Montréal) & Caroline Corm-ier (Cégep André Laurendeau)Presenter: Guillaume Malenfant-Robichaud (Université du Québec à Montréal)

Chemistry educators are well aware that conceptual change is a challenging and lasting pro-cess. Alternative conceptions held by students are frequently tenacious and resistant to tra-ditional teaching strategies. A growing number of studies show that these conceptions may coexist with scientific concepts, even after a conceptual change occurs. Furthermore, recent research using fMRI have shown that brain regions associated with inhibitory control (vent-rolateral and dorsolateral prefrontal cortex) might play an important role in learning physics. However, the involvement of this cognitive process when learning chemistry is still unknown. A cognitive task made from frequent alternative conceptions in chemistry was elaborated and used to respond to this shortcoming. The task consists of 40 pairs of true-of-false statements. Each pair contains a statement congruent with a common alternative conception in chemistry while the other one is incongruent with the same alternative conception. An fMRI protocol was used to obtain response times, accuracy of answers and functional brain images of college and university chemistry teachers while they were doing the task. The results showed that brain re-gions frequently associated with inhibition (ventrolateral prefrontal cortex and pre-SMA) were significantly more activated when experts had to overcome an alternative conception. These results consolidate the hypothesis that alternative conceptions are not erased nor modified after a successful conceptual change.

48

Paper Session 3.1: Cognitive mechanisms in learning

Brain-Based mechanisms Involved in Conceptual Change in Sci-ence: A Literature Review

Thursday 30 Aug 2018 at 15:00, I.1.43Authors: Lucian Nenciovici (Université du Québec à Montréal), Patrice Potvin (Université du Qué-bec à Montréal) & Steve Masson (Université du Québec à Montréal)Presenter: Lucian Nenciovici (Université du Québec à Montréal)

Most researchers agree that a better understanding of learning mechanisms underlying con-ceptual change in science could be useful. The present literature review aims to contribute to this understanding by synthesizing empirical studies that used neuroimaging techniques to ex-amine brain-based mechanisms involved in conceptual change. The corpus of studies that have used a neuroimaging approach to study conceptual change is growing, but has not yet been subjected to a rigorous review. A database (e.g., ERIC, Google Scholar) search was conducted using a set of keywords related to conceptual change (e.g., “conceptual change”, “conceptual learning”), scientific disciplines (e.g., “physics”, “chemistry”) and neuroimaging techniques (e.g., “functional magnetic resonance imaging” [“fMRI”], “electroencephalography”). One of the main results of this review is that completed conceptual changes, as seen with experts in science, are strongly associated with activation of the ventrolateral prefrontal cortex (VLPC), a brain area subtending inhibitory control. Inhibitory control is a brain-based mechanism that consists of resisting and blocking misconceptions still present in the experts’ neural networks that conflict with their scientific knowledge. This finding suggests that teaching novice learners to inhibit their misconceptions could help foster conceptual change. Such a hypothesis would have to be tested in later empirical studies. A more complete summary of the review results will be presented at the SIG-3 Conference and discussed in relationship with possible pedagogical im-plications and future research leads.

49

Paper Session 3.2: methodological issues on studying learning 1

Teacher‘s trainee‘s conceptions analyzing data in the physics la-boratory

Thursday 30 Aug 2018 at 14:30, I.1.44Authors: Ida Kukliansky (Industrial Engineering and Management Department, Ruppin Academic Center, Israel) & Haim Eshach (Ben Gurion University of the Negev, Israel)Presenter: Ida Kukliansky (Industrial Engineering and Management Department, Ruppin Academic Center, Israel)

The scientific laboratory is the arena to face the often problematic connection between theo-ry and its experimental verification. Indeed, establishing a connection between the scientific experiment and theory is not a simple matter and may pose quite a challenge for learners. The purpose of the present study is to identify the understanding of data analysis processes required in an introductory physics laboratory among pre-service physics teachers. 25 pre-ser-vice physics teachers who had undergone several laboratory courses participated in this study. For examining their knowledge level and identifying their difficulties in data analysis, we used the Laboratory Data Analysis Instrument, a single-context and student-centered instrument. The results show that the participants evidenced a sixty-nine percent (69%) overall average of correct answers. The various misconceptions the pre-service physic‘s teachers encountered in each of the instrument objectives are identified and discussed.

50


In-situ examination of the interrelations of explanations and models

Thursday 30 Aug 2018 at 15:00, I.1.44Author & Presenter: Shulamit Kapon (Technion - Israel Institute of Technology)

In the science education literature, the meaning of explanations and models often overlap. The analysis presented here is based on the premise that while these constructs are closely related, they are very different in terms of their nature and function in authentic scientific thought. This talk discusses a fine-grained analysis of episodes of scientific reasoning in a series of authentic research mentoring sessions. The analysis highlights the explicit and implicit considerations that led to the initial idea for the model, its development, evolvement and evaluation, and its function as the basis of a mechanistic explanation for a phenomenon. Specifically, we illustrate the in-situ use of analogy as a basis for creative thought, and examine the ways in which the physical organization of the components of the model can be informed by mathematical inter-pretations of the empirical results, the role of experiments in refining and assessing the validity of a model, how computational tools can help to both articulate and assess the validity of an analytically developed mathematical model, how features of scientific inscriptions play a role in these processes, and how satisfaction or dissatisfaction with the model as a basis for an expla-nation of a phenomenon is informed by these considerations.

51


on the negative effect of inquiry learning activities on scientific reasoning skills

Thursday 30 Aug 2018 at 15:30, I.1.44Authors: Martin Schwichow (PH Freiburg) & Silke Mikelskis-Seifert (PH-Freiburg)Presenter: Martin Schwichow (PH Freiburg)

This paper presents a correlative study that investigates the dependency between students’ scientific reasoning skill, their experience with inquiry based learning and their science content knowledge. Inquiry based learning describes an approach in which students learn by actively using scientific methods to answer research questions. Accordingly scientific reasoning skills like planning, designing and interpreting controlled experiments (control-of-variables-strategy, CVS) should be closely related to inquiry based learning activities. Furthermore, students’ de-clarative knowledge and conceptual understanding of science is known to be important for their ability to utilize CVS. We present the results of a correlative study with N = 215 high school students who were assed in their CVS-skills, their science content knowledge and the amount of inquiry activities they are engaged in. In contrast to our hypothesis we found a negative effect of experience with inquiry activities and student’s CVS-skills. A possible explanation for this finding is that inquiry activities not per se support the development of scientific reasoning but that cognitive activation and regulation are more crucial for developing and understanding scientific reasoning skills. Implications of our finding for research and the praxis of science ed-ucation are discussed.

52

Paper Session 3.3: Epistemic cognition in learning

Exploring Development of Adaptive Epistemic Cognition in Pre-service Teachers

Thursday 30 Aug 2018 at 14:30, I.2.35Author & Presenter: Leila Ferguson (Kristiania University-College)

Teachers’ epistemic cognition is particularly worthy of research attention since it has been shown to influence teachers’ learning, development and resulting practices, as well as their guidance and management of students, and thus students’ epistemic cognition and learning (Buehl & Fives, 2016; Lunn Brownlee et al., 2017). Ferguson & Bråten (2018) examined beliefs about teaching knowledge using focus group interviews in first year teacher education stu-dents. In this study, the author further probes teaching knowledge beliefs in the same students after 3 years of a teacher education programme; examining changes in beliefs and signs of a mechanism of change, based on conceptual change literature (Bendixen & Rule, 2004). Prelimi-nary analyses suggest development in preservice teachers’ beliefs about students’ learning and sources of teaching knowledge. In the presentation, I will also focus on the relation between beliefs about teaching knowledge and teachers‘ conceptual change.

References Bendixen, L.D., & Rule, D.C. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, 39, 31-42. Buehl M.M., & Fives, H. (2016). The role of epistemic cognition in teacher learning and praxis. In J.A. Greene, W.A. Sandoval, & I. Bråten (Eds.). Handbook of epistemic cognition. (pp.247-264). New York, NY: Routledge. Ferguson, L.E. & Bråten, I. (accepted). Student teachers’ beliefs about learning, teaching and teaching knowledge: A qualitative study. Teacher Education and Practice. Lunn Brownlee, J. Ferguson, L.E., & Ryan, M. (2017). Changing teachers’ epistemic cognition: A new conceptual framework for epistemic reflexivity. Educational Psychologist, 52, 242-252.

53


Students’ personal epistemological beliefs and climate change solutions

Thursday 30 Aug 2018 at 15:00, I.2.35Authors: Caroline Ignell (Department of Education, Stockholm University), Peter Davies (Birming-ham University, School of Education) & Cecilia Lundholm (Department of Humanities and Social Science Education, Stockholm University)Presenter: Caroline Ignell (Department of Education, Stockholm University)

This quantitative study explores changes in relations between students’ epistemological be-liefs regarding certainty of knowledge and global warming scepticism. It also explores whether different dimensions of knowledge certainty predict students’ understandings of large-scale solutions to climate change as in education/information, market prices or tax and legislation. The study is longitudinal and a paper and pen questionnaire was distributed to business and economics students at two occasions. The first year’s measurement included 212 participants, aged 17 years. Measurement was repeated a year later when students were in their final year of education. Factor analysis and linear regression analyses were used to generate underlying dimensions of beliefs and to predict relations between epistemological beliefs and conceptions of solutions to climate change. Changes are analysed through paired sample t-test. Results show, firstly, that almost all students acknowledged climate change and the study found no significant change over time at group level. Furthermore, preliminary results generated a three-factor solution regarding epistemological beliefs of knowledge certainty; science has clear-cut answers, science can be revised, and science is universal truth. Two solutions to climate change were significantly predicted by an absolute belief ‘science has clear-cut answers’: at first measurement is was education/information and at the second time, it was market prices. The epistemological dimension of ‘science can be revised’ predicted a belief that taxes are efficient solutions.

54


A Validation Study of the Internet-Specific Epistemic Justifica-tion Inventory

Thursday 30 Aug 2018 at 15:30, I.2.35Authors: Christian Brandmo (University of Oslo), Ivar Bråten (University of Oslo) & Yvonne Kam-merer (Leibniz-Institut für Wissensmedien)Presenter: Christian Brandmo (University of Oslo)

The purpose of this study was to validate a new inventory designed to measure epistemic be-liefs concerning the justification of knowledge claims encountered on the Internet. Confirmato-ry factor analysis of the scores of 394 pre-service teachers showed that a three-factor model in-cluding justification by authority, justification by multiple sources, and personal justification fit the data well. Moreover, latent variable structural equation modeling showed that these three types of justification beliefs differentially predicted aspects of Internet-specific reading motiva-tion and engagement. Taken together, these results provide evidence for the construct validity of the inventory and lay the foundation for further validation work. The theoretical and educa-tional significance of the study will be discussed and directions for future research suggested.

55

Poster & Coffee

Can explicit modeling of dynamical systems in physics change students’ beliefs concerning the nature of scientific knowledge?

Thursday 30 Aug 2018 at 16:00, Aula HS BAuthors & Presenters: Elisabeth Dumont (ZHAW) & Hans U. Fuchs (Center for Narrative in Science)

We discuss how explicit instruction in modeling of dynamical systems is able to question en-gineering students’ belief that concepts, laws, theories of physics are to be taken literally. This belief severely impedes students’ progress in learning about conceptual structures in their field. If a learner believes that “truth is out there,” she cannot get to the laws of physics herself, and she cannot be creative in constructing models of how parts of the world work. She must be given the equations that describe truth she is to apply uncritically to sterile situations that populate school physics.

In our course, however, we try to build students’ confidence in their ability to create, explanatory narratives for physical processes on their own. Such narratives contain the seeds of conceptual structures needed for creating mathematical computer models of systems that undergo physi-cal, physio-chemical, or biochemical processes.

We shall outline an introductory sequence of our course where students are exposed to dy-namical modeling for the first time. We have developed two important components of this approach that feed back upon epistemology and conceptualization. First, we choose some sim-ple but ill-defined examples from social science for system modeling and then let students apply the same model structures to examples of physical systems that are unknown to them. Students become the creators of ideas that lead to formal relations that enter into successful mathematical models. Second, through the use of explanatory narratives, students learn that modeling and deploying models for simulations is a narrative process.

56

Poster & Coffee

What is a plant? middle school students‘ understanding of plants

Thursday 30 Aug 2018 at 16:00, Aula HS BAuthor & Presenter: Gertraud Benke (Alpen-Adria University Klagenfurt)

Generally, children’s developing understanding of plants is discussed in conjunction with their learning that plants are living things, a feat an average achieved at the age of about eleven years. (Hatano & Inagaki, 2002) Few studies look at children’s understanding of plants outside that context, and these studies also usually focus on elementary school students (e.g. Barman, Stein, McNair, & Barman, 2006).

However, as I will show in this paper, even middle school students (7th grade) may not have a sound understanding of what a plant is, but limit their understanding of plants to e.g. flowers, displaying a weaker understanding of plants than some fourth graders. This has repercussions on how they integrate new information they learn about ‘plants’ into their individual plant con-cept. The study is based on the analysis of interviews with middle school students, who partici-pated in a project on plants and migration involving two elementary and a lower track middle school.

The discussion will focus on the middle school students understanding in conjunction with the national curriculum. The curriculum asks teachers e.g. to develop an understanding of the ele-ments of a plant and their function in their environment using examples from the local context, in particular flowers. I will argue that such an exemplary approach is problematic in the face of a yet not advanced taxonomic understanding, possibly leading to the fragmented understan-ding of plants, which was found in the interviews.

57

Poster & Coffee

how we can promote advancement in personal epistemologies

Thursday 30 Aug 2018 at 16:00, Aula HS BAuthor & Presenter: Violeta Vainer (Escuela del Jacaranda)

The aim of this work is to assess a pedagogical intervention to foster the advance in perso-nal epistemologies in 7th grade students and also inquire personal epistemologies and their changes.

Justification: Personal epistemologies are proven to predict conceptual change, as it has been studied that more advanced levels of personal epistemologies are good prognosis for con-ceptual change. Thus we can affirm that progress in personal epistemologies is a predictor of best conceptual change. So we can sustain that a better grounded epistemology is a better basis for conceptual change in different domains.

We will focus in this study on the social sciences. To assess personal epistemologies, we will use a model for assessment of historical causal reasoning. This is a quasi experimental design with a pre post test. There will be an experimental group and a control group with different interven-tions. We will assess personal epistemologies from a factual based comprehension of historical reasoning to one that comprehends historian’s perspectives, ideologies and personal stances.

58

Poster & Coffee

Uncertainty processes in the process of solving a challenging mathematical problem

Thursday 30 Aug 2018 at 16:00, Aula HS BAuthors: Yaron Schur (The David Yellin Academic College of Education) & Irit Elior (The David Yellin Academic College of Education)Presenter: Yaron Schur (The David Yellin Academic College of Education)

This study deals with the involvement of emotions in the process of understanding. The uncer-tainty processes deal with the connections between emotions and their effects on the way that students learn. The learning process that involves changes in the conceptual understanding of students involves elements of uncertainty (Schur & Nevo, 2018). 8 students participated in the study. They were considered to be talented in mathematics learning. They were interviewed in details in the process of solving the problem, and they drew their emotions of the learning process they experienced. Some of the students worked independently and others needed the constant mediation of the teacher. The drawings of the emotions and uncertainty processes of the students enabled us to typify six types of learners along their ways of tackling the problem: independent, distance taker. Drowned, wondering, asking questions, and fighter. Tackling the same mathematical problem involved very different emotional processes from each of the stu-dents. Mathematical problems’ like any other challenging problem solving or learning involves uncertainty processes. Asking to draw emotions can be an important factor in enabling a tea-cher to focus her mediation on specific traits of learning of students. Uncertainty processes can encourage and increase the motivation to tackle a challenging mathematical problem. At the same time they can create a feeling of discomfort and insecurity of not being able to solve the problem.

59

Poster & Coffee

Students’ epistemic beliefs profiles across secondary school in germany

Thursday 30 Aug 2018 at 16:00, Aula HS BAuthors: Andrea Bernholt (IPN - Institute for Science and Mathematics Education Kiel), Maria Lind-fors (Umeå University) & Nele Kampa (IPN - Institute for Science and Mathematics Education)Presenter: Andrea Bernholt (IPN - Institute for Science and Mathematics Education Kiel)

Although research in the area of epistemic beliefs is still growing, only a few studies deal with (young) school children and there is still a lack of empirical research focusing on the develop-ment of epistemic beliefs over several school years. According to several well-known measure-ment problems in this field a person-centered approach as it is used e.g. in Latent Profile Ana-lyses could be a way to show more clarity as it is possible to detect similarities and differences in several (age) groups and/or at several time points. In this study, we ask 1) what kind of sci-ence-related epistemic profiles, if any, exist across grade 5 to 12 and how can these profiles be characterized and 2) how do students differ, if so, with regard to cognitive outcomes, moti-vational variables, and their perceptions of classroom variables? A cross-sectional survey was administered to students from grades 5-12 in secondary schools in Germany. In sum, the results indicate that it is possible to identify distinctive groups of students with homogenous science-related epistemic belief patterns across grades 5 to 12. Moreover, the qualitative pattern seems to be comparable over different grade level, with the interesting result of an additional fourth profile in upper secondary. Furthermore, results show that there are differences in motivational as well as cognitive outcomes between the distinct profiles as well as differences in the way students perceive their classroom environment and teacher support.

60

Poster & Coffee

Epistemic cognition in students’ knowledge construction through web search

Thursday 30 Aug 2018 at 16:00, Aula HS BAuthors: Nina Vaupotič (University of Ljubljana) & Valentin Bucik (University of Ljubljana)Presenter: Nina Vaupotič (University of Ljubljana)

The quality of learning, acquiring information and understanding the content of web sources is dependent on epistemic cognition, namely conscious and unconscious assumptions people hold about the nature of knowledge and knowing. An experimental study was designed to ex-amine the effects of question structure, question topic and question order on the prevalence of statements regarding the nature of knowledge about dinosaur extinction and climate change given by 178 high school students, aged between 17 and 18 years. Furthermore, the quali-ty of knowledge construction, the effectiveness of searching strategies and the role of prior knowledge were investigated. According to our analyses students expressed significantly more sophisticated statements when the question promoted reflection on the epistemic nature of knowledge. While such scaffolding also had a significant effect on the quality of the answers, it did not significantly reduce the number of less sophisticated statements about the nature of knowledge found online. Moreover, students voiced more sophisticated statements when they reasoned about dinosaur extinction as opposed to climate change. Prior knowledge was not related to the number of statements reflecting epistemic cognition or quality of answers, however, a positive association between efficient searching strategies and number of more sophisticated statements was found. With qualitative and quantitative methods of exploring epistemic cognition, the study contributes to theoretical and practical understanding of the role of question structure and other characteristics of knowledge construction in open-ended online environments.

61

Invited Symposium

Changing how We Think About Knowledge: Exploring The Rela-tionships Between Epistemic Cognition And Conceptual Change

Thursday 30 Aug 2018 at 16:45, HS BSymposium Organizer: Gale Sinatra (University of Southern California)

Scientific discoveries are advancing at unprecedented rates while at the same time Americans are pushing back on science also in an unprecedented manner (Sinatra & Hofer, 2016). The emerging field of epistemic cognition explores how individuals think and reason about know-ledge and therefore has much to contribute to the current challenges facing conceptual chan-ge research. This symposium will examine how advances in epistemic cognition can contribute to conceptual change research through a series of theoretical and empirical presentations. It will also highlight how conceptual change research can contribute to our understanding of thinking and reasoning in the new “post-truth” era where individuals are confronted with con-flicting evidence and epistemic questions of truth, fact, evidence, and rationality.

62

Invited Symposium

Changes in Aims, Ideals, and Reliable Processes During Episte-mic growth in Explanation

Thursday 30 Aug 2018 at 16:50, HS BAuthor & Presenter: Clark Chinn (Rutgers University)

In this paper, I will apply the AIR model of epistemic cognition to analyze how epistemic prac-tices may change as people gain skill in explanatory reasoning individually and in groups and communities. The analysis provides one lens into epistemic conceptual change (Sinatra & Chinn, 2012)—that is, changes in the concepts that undergird reasoning.

The AIR model postulates that epistemic cognition comprises three components: people’s epi-stemic aims, their epistemic ideals (or standards) for evaluating epistemic products, and the reliable epistemic processes they use to achieve their epistemic aims. I will examine how aims, ideals, and reliable processes may change as learners’ advance epistemically within two diffe-rent domains: science and history. To keep the analysis manageable, I will focus on one particu-lar epistemic aim relevant to both science and history: explanation. I discuss—in science and in history—how novices’ explanatory aims, explanatory ideals, and processes for developing ex-planations may differ conceptually from those of experts in these fields. The AIR model provide a useful lens for analyzing both (a) the ways in which novices’ reasoning differs from experts and (b) how the developmental tracks in different domains differ because the expert “end points” differ.

63

Invited Symposium

Think you know it? Well, think again: Reappraising plausibility judgments to facilitate knowledge reconstruction in science

Thursday 30 Aug 2018 at 17:05, HS BAuthor & Presenter: Doug Lombardi (Department of Teaching and Learning, Temple University)

Critique and evaluation are central to the practices of science. However, getting students to cri-tically evaluate scientific explanations is challenging and may require specially-tailored instruc-tional scaffolds. Over the course of a three-year design-based research project, my research team and I have developed and tested instructional scaffolds designed to promote high school students’ evaluations of alternative explanations. These scaffolds focus on complex socioscien-tific science topics, including climate change, fracking, water use, and the Moon’s formation. We specifically examined relations between students’ evaluations about alternative explanations of these phenomena with their (a) plausibility judgments and (b) knowledge. The presentation will highlight a series of empirical studies, which showed that these instructional scaffolds shif-ted students’ plausibility judgments toward a more scientific stance (i.e., plausibility reapprai-sal) and deepened their Earth science knowledge. I will also will present results from structural equation modeling, where plausibility judgments mediated the relations between evaluation and knowledge. Finally, I will discuss quasi-experimental results revealing that comparison scaf-folds, which did not promote students’ explicit evaluation of alternatives, resulted in no plausi-bility shifts or knowledge change. These results suggest that students’ evaluation of alternatives and explicit reappraisal of plausibility judgments can facilitate knowledge reconstruction, sup-porting an emerging theoretical perspective connecting epistemic judgments and conceptual change.

64

Invited Symposium

„This is Exhausting“ - finding the Skill, Will, and Thrill for Con-ceptual Change in the Digital Age

Thursday 30 Aug 2018 at 17:20, HS BAuthor & Presenter: Jeff Greene (University of North Carolina at Chapel Hill)

The 21st century information age has brought the fundamental contradiction that despite people‘s acknowledgment they rely upon digital and social media for their information, they find it exhausting. The rapid proliferation of sources and often contradictory views often impe-des the kinds of conceptual change necessary for the naïve theory to evolve into a normative model. Adequate engagement in conceptual change clearly requires epistemic cognition, or the ways people construct, justify, and use knowledge. Likewise, intentional conceptual change requires people to have the skills to critique, to muster the will to complete the task, and to thrill in refining their understanding. In other words, intentional conceptual change requires people who can self-regulate their learning. Yet, even people who are effective at self-regulation, epi-stemic cognition, and engagement may not be able to overcome the challenges of conceptual change in the digital age. Scholars have used the term self-regulatory ego-depletion to descri-be the fatigue that comes from excessive challenges to ones deeply held beliefs. People who are ego-depleted are less likely to enact the kinds of higher-order cognition, such as epistemic cognition and self-regulation, necessary to achieve adaptive and apt conceptual change. There is a critical need for more theory and research into the role of ego-depletion in the intentional conceptual change process. In this presentation, I review ego-depletion scholarship, synthesi-zing it with epistemic cognition, self-regulatory, and engagement aspects of intentional con-ceptual change, illuminating new directions for research and practice.

65

Invited Symposium

moderating and mediating Effects of Attitudes and Epistemic Beliefs on Conceptual Change

Thursday 30 Aug 2018 at 17:35, HS BAuthors: James A. Vivian (McGill University) & Krista R. Muis (McGill University)Presenter: James A. Vivian (McGill University)

Individuals often hold misconceptions regarding important socio-scientific issues, including vaccines, which can have negative implications for health-related decisions. To change the-se misconceptions, conceptual change is necessary. Conceptual change involves revising and updating incorrect knowledge by modifying the underlying structures that reinforce errors in reasoning. Factors that can affect conceptual change include individuals’ attitudes and epi-stemic beliefs about that issue. To date, few studies have examined the potential moderating and mediating effects of prior misconceptions, attitudes, and epistemic beliefs on conceptual change. Participants (n = 52) completed questionnaires to index their prior knowledge, attitu-des, and epistemic beliefs prior to reading one of two texts (refutation versus expository). The refutation texts were designed to refute misconceptions regarding vaccines, while the exposi-tory texts served as a control. Following reading, participants completed a knowledge post-test to assess conceptual change. Results of a moderated mediation analysis revealed statistically detectable conditional indirect effects of prior misconceptions on post-test conceptual change via learners’ beliefs regarding the complexity of vaccine knowledge, beliefs regarding the sour-ce of vaccines knowledge, and learners’ attitudes toward vaccines that all varied as of function of text condition such that individuals with fewer misconceptions tended to have more posi-tive attitudes toward vaccines and viewed vaccine knowledge as complex and derived from empirical evidence. Results have important implications for conceptual change research and instructional design.

66

Invited Symposium

Towards expertise in historiography: ontological and episte-mological changes in the concept of history

Thursday 30 Aug 2018 at 17:50, HS BAuthors: Mikko Kainulainen (University of Turku) & Marjaana Puurtinen (University of Turku)Presenter: Mikko Kainulainen (University of Turku)

Historians’ understandings of “doing history” range from empirical and truthful discovering to li-terary construction and its experimental representation. This implies a challenge for instructio-nal activities promoting conceptual change in history: it is not clear towards which conceptua-lization of history one ought to aim at. Previous accounts of conceptual change in history have operationalized learning in history through first-order substantive concepts and second-order meta-concepts. However, such frameworks have limitations that become especially challen-ging in the context of expertise development in academic historiography. Therefore, groun-ding on a level of analysis familiar from conceptual history, this paper approaches expertise in academic history through development in understanding the concept of history itself. We pro-pose that along the trajectory towards expertise in academic history, this development can be understood as ontological and epistemological changes that move away from understanding history as the past and towards more practice-oriented concepts. These changes are exempli-fied through empirical data about historians’ and history majors’ conceptual development in understanding history. Discussion is situated within epistemic cognition, expert studies of hi-storians, and philosophy of history. We conclude that there is a need for more detailed research on historians’ practices and reasoning to identify the normative ends of conceptual change in history; these ends should be guided by contemporary philosophy and theory of history as well as empirical research.

67

Symposium 1: Epistemic cognition in the social sciences

Epistemic cognition – focussing on the social sciences

Friday 31 Aug 2018 at 09:00, I.1.43Symposium Organizer: Cecilia Lundholm (Department of Humanities and Social Science Educa-tion, Stockholm University)

The symposium addresses students’ epistemic beliefs in the social sciences with a particular focus on the disciplines of psychology and political science. Research on epistemic cognition focusing on the social sciences is yet an under developed area which, in order to better our understanding of what is domain general and domain specific, needs further attention. All pa-pers are empirical and cover various topics such as i) differences in epistemic beliefs through a comparative study with students in biology and psychology, ii) epistemic beliefs in psychology and correlations to students‘ knowledge about methods, and misconceptions about statistical inference, and finally, iii) students’ epistemic beliefs in political science concerning objectivity and multiplicity of perspectives, and the scholarly debate within the discipline on this topic.

With the interest of bringing together scholars in the field of epistemic cognition and conceptu-al change in the social sciences, the aim of the symposium is to focus on questions addressing possible commonalities within the social sciences, as well as differences/commonalties in rela-tion to the natural sciences.

fRIDAy, 31ST AUg 2018

68


Discipline-specific epistemic beliefs across disciplines in higher education: Combining intra- and interindividual perspectives

Friday 31 Aug 2018 at 09:05, I.1.43Authors: Tom Rosman (Leibniz Institute for Psychology Information (ZPID)) & Eva Seifried (Heidel-berg University)Presenter: Tom Rosman (Leibniz Institute for Psychology Information (ZPID))

Research about epistemic beliefs (beliefs about the nature of knowledge and knowing) has fo-cused on either between-subjects or within-subjects designs. In this study, we combined these approaches to investigate German university students’ psychology-specific epistemic beliefs. *N* = 938 German undergraduate and graduate university students from a multitude of disci-plines participated in an online study. Based on differences in knowledge structures between the two disciplines, we expected that university students would have lower absolute and high-er multiplistic psychology-specific compared to biology-specific epistemic beliefs (intraindivi-dual perspective, H1). Furthermore, based on reflections about the socialization of STEM and non-STEM students, we expected STEM students to have lower absolute and higher multiplistic psychology-specific epistemic beliefs than non-STEM students (interindividual perspective, H2) and that STEM students would perceive a stronger difference between psychology and biology than non-STEM students regarding both absolute and multiplistic beliefs (combination of in-ter- and intraindividual perspective; H3). Preliminary data analyses with one- and multifactorial analyses of variance supported our hypotheses (except Hypothesis 2 regarding absolutism). Our results provide clear evidence for the domain-specificity of epistemic beliefs and show that students recognize differences in knowledge structures between disciplines. Furthermore, they suggest that STEM students perceive such differences in an amplified way. In sum, our data sug-gests that there are intraindividual as well as interindividual differences in epistemic beliefs and that a combination of both perspectives is worthwhile. Implications for research and practice as well as additional analyses will be presented at the conference.

69


need for Cognition and Belief in Authority as Predictors of Con-ceptual Change in Learning Research methods and Statistics

Friday 31 Aug 2018 at 09:25, I.1.43Authors: Peter Edelsbrunner (ETH Zurich), Laura Griffen (Institute of Art, Design and Technology, Dún Laoghaire, Ireland), Miguel Martin (University of Salamanca, Spain), Simon Simon Kucharsky (University of Amsterdam), Ekaterina Peycheva (University of Edinburgh), Demet Soyyilmaz (Uni-versity of Copenhagen) & Nina Vaupotič (University of Ljubljana)Presenters: Peter Edelsbrunner (ETH Zurich) & Nina Vaupotič (University of Ljubljana)

In a two-wave panel study with over 500 first-year Psychology students from six European countries, the development of conceptual knowledge about research methods and statisti-cal inference was assessed in the beginning and again in the end of their second semester. Predictor variables included epistemic cognition dimensions, need for cognition, and science self-efficacy. In a path model, low belief in authorities as sources of knowledge and high need for cognition turned out as positive predictors of learning research methods, while they turned out as negative predictors of learning statistical inference. It is discussed that these differing findings between research methods and statistics occur because the commonly taught con-cepts of frequentist statistical inference are too complex to be understood conceptually by first-year students; thus, those who just belief what teachers tell them, without critical reflec-tion, and as a consequence without grasping the underlying concepts, might show high achie-vement in statistics on a superficial „cookbook“-level, but not on a deep level.

70


how much politics is there? Exploring students’ experiences and views of values and objectivity in political science from an epistemic cognition perspective

Friday 31 Aug 2018 at 09:45, I.1.43Authors: Linda Ekström (Luleå University of Technology) & Cecilia Lundholm (Department of Hu-manities and Social Science Education, Stockholm University)Presenter: Linda Ekström (Luleå University of Technology)

A review of teaching and learning in political science (Craig, 2014) concludes on the lack of research addressing learning processes in the discipline. Others point to a need of research that integrates an epistemic cognition perspective and student learning in the discipline (c.f. Maggioni, Fox & Alexander, 2010). In this exploratory study, the aim is to investigate students’ epistemic beliefs by analysing students’ experiences and views on values and impartiality in the discipline of political science.

An interview study was carried out with 13 students who had finalized their first semester of political science studies. Open-ended interviews focused on students’ experiences of values, and responses were analysed in relation to the four dimensions concerning ‘the nature of the discipline’- certainty of knowledge, simplicity of knowledge, sources of knowledge and justifi-cation of knowledge (Hofer, 2000; Muis et al., 2006; Mason, 2016). We conclude that students are uncertain about the discipline specific epistemology of political science and results show how students oscillate between different ways of making sense of the existence of values (va-lues are seen both as a threat and as a natural part of the discipline) and use different, equally unproductive, strategies to handle this dilemma. We believe the results are important for ad-vancing our understanding of discipline specific epistemic beliefs, learning processes in politi-cal science, and ways of improving instruction.

71


Student Characteristics Predict Conceptual Knowledge gains in higher Education

Friday 31 Aug 2018 at 10:05, I.1.43Authors: Maja Flaig (Department of Educational Psychology, University of Trier), Michael Schnei-der (University of Trier), Tom Rosman (Leibniz Institute for Psychology Information (ZPID)) & Anne-Kathrin Mayer (Leibniz Institute for Psychology Information (ZPID))Presenter: Maja Flaig (Department of Educational Psychology, University of Trier)

The acquisition of conceptual knowledge is an important learning goal and a predictor of achievement in higher education. Despite the plethora of studies investigating achievement in higher education, there is a lack of evidence concerning the development of conceptual knowledge and its predictors. The current study tries to close this gap by exploring a wide ran-ge of potential cognitive and non-cognitive student characteristics as predictors of gains in conceptual knowledge. We conducted multiple regression analyses with *N*=104 undergradu-ate Psychology students who showed gains in conceptual knowledge in the domain of human memory over the course of two academic years. Our analyses revealed that cognitive abilities, that is, intelligence and working memory capacity, as well as epistemic beliefs, and openness were significantly associated with knowledge gains, *F*(6,94)=4.362 *p*=.001, *R²*=.168. We found that students, who possess higher intelligence and greater working memory capacity, a higher level of epistemic sophistication and openness, show greater gains in conceptual know-ledge. These findings are in line with predictors of conceptual change in K-12 education and predictors of achievement in higher education. Because the current study is the first to investi-gate predictors of conceptual knowledge gains in the field of higher education, future studies should aim to replicate our findings. Higher education teaching can benefit from these studies, as they may help optimize the conveyance of conceptual knowledge to an increasingly hetero-geneous group of learners.

72

Symposium 2: Dual process theories and mathematics learning

Conceptual Change and Dual-Process Accounts of mathemati-cal Reasoning – The E-CIR “Conceptual Change” project

Friday 31 Aug 2018 at 09:00, I.1.44Symposium Organizers: Konstantinos Christou (University of Western Macedonia, Greece) & Xe-nia Vamvakoussi (University of Ioannina)Presenter: Konstantinos Christou (University of Western Macedonia, Greece)

This symposium aims to bring together conceptual change and dual-process perspectives on mathematical and science learning and reasoning. Conceptual change theories are domain specific approaches that account for concept development. They focus on those learning situ-ations that require a reorganization of the existing knowledge structure because it is not com-patible with new knowledge that comes from systematic instruction.

From a more domain-general perspective, dual-process theories account for certain types of re-asoning. They make a distinction between intuitive reasoning which is fast, automatic and un-demanding of working memory, and analytic reasoning which is rather slow, deliberate, more effortful and demanding in terms of working memory.

The symposium focuses on a currently insufficiently explored issue within the study of learning and instruction, namely the co-existence of prior knowledge with incompatible new know-ledge. According to conceptual change perspectives, initial conceptions are not necessarily replaced by new ones and may coexist - this is particularly relevant to mathematics because students‘ initial conceptions (e.g., of number as natural number) are still valid in many contexts. From the perspective of dual process theories, the manifestation of incorrect conceptions could be associated with intuitive reasoning, whereas analytic reasoning could allow for the manife-station of correct conceptions. Different methodologies, using measures of executive function, accuracy, and speed of responses are employed in the studies presented in the symposium with a view to shedding light on students‘ reasoning about intuitive and counter-intuitive concepts in science and mathematics.

73


The relations between inhibition, spontaneous focusing on quantitative relations, and rational number knowledge

Friday 31 Aug 2018 at 09:20, I.1.44Authors: Jake McMullen (University of Turku), Erno Lehtinen (University of Turku) & Minna Hannu-la-Sormunen (University of Turku)Presenter: Jake McMullen (University of Turku)

Previous research has shown that (a) inhibition of natural number features when reasoning about rational numbers may be crucial for overcoming the natural number bias, (b) radical con-ceptual change with the number concept may be needed in order to form a mathematical cor-rect understanding of rational numbers, and (c) students’ tendency of Spontaneous Focusing On quantitative Relations (SFOR) predicts their learning of rational number concepts, especially those which may involve conceptual change processes. The present study aims to combine the-se three strands of research by examining the inter-relation between conceptual knowledge of the size of rational numbers, inhibition, and SFOR tendency. 74 fifth grade students (mean age = 11.76 years) completed tests of SFOR tendency, rational number size knowledge, and inhibi-tion. Results revealed that only SFOR tendency independently explained variance in rational number conceptual knowledge. A follow-up study will provide evidence as to whether these re-lations are present also when reaction time measures of rational number knowledge are used.

74


naive and scientific concepts interfere in working memory duri-ng recall: A dual-task study

Friday 31 Aug 2018 at 09:40, I.1.44Authors: Michael Schneider (University of Trier) & Henrik Saalbach (University of Leipzig)Presenter: Michael Schneider (University of Trier)

Using a speeded-reasoning task, Shtulman and Valcarcel (2012, Cognition) showed that adults need more time to evaluate the correctness of inconsistent statements about concepts in areas where children tend to have misconceptions compared to consistent statements about con-cepts in areas where children do not usually have misconceptions. The authors concluded that naïve and scientific concepts co-exist and interfere in adults. However, it remained unclear whether the effect can be attributed to superficial text characteristics of the items and whether working memory functions, such as interference resolution, really play any causal role. To in-vestigate these questions, we translated the items to German. Forty-four German Psychology students were randomized into a dual-task condition, where they generated a random number every second while solving the speeded-reasoning task, or a control condition, where they sol-ved the speeded-reasoning task only. We found considerable interference, that is, solution time differences between inconsistent and consistent items. The interference was about four times larger in the more working memory-intensive dual-task condition than in the control condition (801 ms vs. 215 ms), *p* = .022, R2 = .098. The results replicate Shtulman and Valcarcel’s findings in another language and demonstrate that the interference occurs at the level of semantic pro-cessing of concepts in working memory. Overall, the findings highlight the importance of dual-process accounts of cognition where explicit reasoning about scientific conceptual knowledge is implicitly moderated by the interference of misconceptions.

75


Intuitive errors in learners’ fraction understanding: A dual-pro-cess perspective on the natural number bias

Friday 31 Aug 2018 at 10:00, I.1.44Authors: Jo Van Hoof (KU Leuven), Lieven Verschaffel (KU Leuven), Wim De Neys (Université Paris Descartes) & Wim Van Dooren (Center for Instructional Psychology and Technology, KU Leuven)Presenter: Jo Van Hoof (KU Leuven)

Although a good rational number understanding is important, many learners struggle to un-derstand fractions (Siegler et al., 2012). Recent research literature ascribes many of these dif-ficulties to the natural number bias, which is the tendency to (inappropriately) apply natural number features in rational number tasks (e.g. Vosniadou, 2013).

Correlational studies found evidence for the natural number bias in learners’ lower accuracy levels on incongruent items compared to congruent items and in higher reaction times in cor-rectly solved incongruent items compared to congruent items. However, the reported corre-lations do not ascertain the causality that is assumed (De Neys, 2006). In the present study we experimentally elicit intuitive reasoning in a fraction comparison task, making it possible to investigate the causal role of intuitions in the understanding of fractions.

We start from the dual process claim that analytic reasoning takes more time than intuitive reasoning. In the experimental condition, a time restriction will be applied so that participants will have sufficient time to respond to the tasks, but not enough time for analytic processes to get involved. In the control condition, no time pressure will be used, making it possible for analytic processes to intervene. We hypothesize that if the natural number bias has an intuitive character, restriction time will lead to an increase in natural-number based answers and thus in a decrease in correct answers on incongruent items, while correct answers to congruent items will not, or at least significantly less, be affected. Results and implications will be discussed.

76

Symposium 2

Using executive function tasks to investigate links between conceptual change and dual process theories

Friday 31 Aug 2018 at 10:20, I.2.35Author & Presenter: Stella Vosniadou (University of Athens, Flinders University)

This study investigated relations between conceptual change processes and dual function the-ory by examining the performance of elementary school children in two mathematical tasks and two executive function tasks. The mathematical tasks were either consistent or inconsistent with natural number reasoning. The executive function tasks were Stroop-like and tested inhi-bition and cognitive flexibility (shifting). The results revealed the recruitment of inhibition in the tasks that required reasoning inconsistent with natural numbers. They also showed that shifting was recruited in all tasks both inconsistent and consistent with natural number reasoning. The implications of these results for the relationship between dual process theory and conceptual change processes will be discussed.

77

Paper Session 4.1: Beliefs in teacher education

Educational controversies, epistemological sensitization and critical thinking instructions – Effects of an intervention to fo-ster pre-service teachers’ epistemic beliefs

Friday 31 Aug 2018 at 09:00, I.2.35Authors: Eric Klopp (Saarland University) & Robin Stark (Saarland University)Presenter: Eric Klopp (Saarland University)

The critical reflection of teaching processes is a core competency for teachers and therefore an important goal for teacher university training. A key prerequisite for this competency is sophi-sticated epistemic beliefs. Thus, pre-service teachers’ sophisticated epistemic beliefs have to be fostered. We developed an intervention that focuses on reducing absolutism and multipli-cism and on enhancing evaluativism. Critical thinking instructions also foster epistemic chan-ge where the infusion-approach is more effective than the general-approach. An additional epistemic sensitization measure was expected to further strengthen the intervention’s effects. In a two-factorial design, we varied critical thinking instructions and the presentation of an epi-stemic sensitization. The levels of absolutism, multiplicism and evaluativism were assessed as a dependent variable. Furthermore, we determined a score reflecting the level of epistemic de-velopment on an essay provided by the participants. A reduction of absolutism only occurred if the epistemic sensitization was presented together with the general-approach. Multiplicism was reduced in the condition without sensitization. Multiplicism increased in the condition with sensitization, regardless of the critical thinking instruction. There was no increase of eva-luativism. The essay score increased if the infusion-approach was combined with the epistemic sensitization. The reduction of absolutism and multiplicism in the general-approach condition may result from a deeper elaboration in this condition. The increase of multiplicism in the sensi-tization condition could stem from a backfire effect. In summary, our results suggest that more specifically tailored interventions are necessary to reduce absolutism and multiplicism and to increase evaluativism.

78


higher education teachers’ conceptions about the role of prior knowledge in learning

Friday 31 Aug 2018 at 09:30, I.2.35Authors: Ilona Södervik (University of Helsinki), Mari Murtonen (University of Turku) & Henna Vil-ppu (University of Turku)Presenter: Ilona Södervik (University of Helsinki)

The purpose of this study is to investigate how students of university pedagogy, understand the role of preconceptions in learning process and how they pay attention to students’ prior knowledge in their own teaching. We also investigate how approaches to teaching are related to using of activating methods and conceptions about the role of prior knowledge in learning. Differences between participants from different disciplines will also be investigated. A total of 76 higher education teachers from different disciplines participated in this study. The pretest-posttest design with Liker-scale questionnaires and video interpretations from different tea-ching situations, was used and between the measurements, the teachers participated in uni-versity pedagogy courses. The results showed that higher scores in understanding the role of prior knowledge in learning positively correlated with higher scores from video interpretations and with the sum score about using of activating methods in one’s own teaching. In addition, higher amount of misconceptions related to learning and teaching based on the video inter-pretations positively correlated with the sum score of content-focused teaching approach. Par-ticipants from faculties of medicine and natural sciences considered learning significantly more as remembering of facts and they also had higher scores related to content-focused teaching approach compared to participants from humanities, educational sciences and social sciences. On the basis of these results the teachers’ self-reported conceptions of learning and teaching were connected to their interpretations of teaching situations on videos.

79


A conceptual change approach to professional development of university teachers?

Friday 31 Aug 2018 at 10:00, I.2.35Author & Presenter: Lily Min Zeng (University of Hong Kong)

The increasing emphasis on the quality of higher education has placed higher demands on teachers’ professional development. Conceptual change approach to teacher development, na-mely, attempts to change teachers’ frameworks for conceptualising teaching and learning, was proposed as having long-term impact on teachers’ professional development. Peer Review of Teaching (PRT) is commonly used in higher education for professional development. In parallel to the general belief of its effectiveness, there were many documented challenges and con-cerns in practice. To date, there is no systematic review using solid educational framework ex-ploring the actual impact of PRT on university teachers. Using Bloom’s taxonomy of learning, a systematic review of empirical studies published in the recent 15 years was conducted to explo-re the levels and types of the impact PRT had on university teachers. The impact on cognitive (the understanding of teaching and learning), behavioural (change in teaching practices), and affective (attitude toward teaching and professional development) domains were used as the indicators of teachers’ conceptual change in professional development. The review indicated that PRT led to moderate levels of conceptual change among university teachers. The inclusion of reflection did not necessarily result in high levels of impact on teachers’ conceptions of tea-ching and learning. The analysis also identified the concurrence of low levels of achievement in cognitive domain and changes in teaching behaviours, which enriched our understanding of the relationships between learning domains. Other findings and the implications for conceptu-al change approach to professional development of university teachers were discussed.

80


Beliefs about learning in the pedagogy of Dutch chemistry and physics teacher educators

Friday 31 Aug 2018 at 10:30, I.2.35Author & Presenter: Erik Meij (Windesheim University of Applied Sciences)

The gap between theory and practice in education is a long term object of discussion and re-search. In contemporary education of new teachers, students are required to have their expe-riences supported with theory. Within the pedagogical content knowledge (PCK) of science education, the conceptual change theory fulfills that role in most literature, however, in Dutch teacher education practice the theory is hardly observed. This mixed methods study strives for shedding light on the implicit viewpoints that Dutch teacher science educators hold on the function and meaning of PCK, on their beliefs in learning theories and to what extend they are acquainted with and actually employ the theoretical principles of the conceptual change theo-ry. CCT principles were translated into concrete science education situations and presented to all Dutch science teacher educators. Of the 60 science teacher educators in the Netherlands, 49 responded.

Based on these quantitative results, interviews were conducted subsequently.Based on a general belief that PCK should be learned as a craft and therefore taught inductively, there seems to be no necessity for one broad theoretical model. Besides that, there appears to be a strongly divided view upon what a learning theory is and there exists a skeptical attitude towards the value of theories from social sciences. At the same time, all basic principles of the conceptual change theory appear to be recognized, although not within one theoretical mo-del. Respondents seem to be well convinced of these principles and consider most of them relevant for PCK.

81

Paper Session 5.1: Teachers‘ epistemic beliefs

Beliefs of a Japanese college student as an English learner: ex-ploring epistemic cognition in language learning

Friday 31 Aug 2018 at 14:30, I.1.43Authors & Presenters: Yukako Ueno (International Christian University) & Akiko Fukao (Interna-tional Christian University)

This empirical case study has explored the two research questions: 1) What beliefs does a Ja-panese college student hold toward English learning? and 2) What factors influence the emer-gence and revision of an individual learner’s beliefs of English learning? Multiple data collection methods were employed, including semi-structured interviews and learning journals, in order to capture the dynamic process of belief construction. All the data were analyzed in relation to epistemic cognition as well as learner beliefs. One of the most significant themes that emerged from the data is the participant’s constant reevaluation of her ideas about English proficiencies, which, in turn, seems to influence her approaches toward English learning.

The current study supports previous research findings both in learner beliefs and epistemic cognition in that beliefs are not stable but dynamic in nature (Barcelos, 2003; Barcelos & Kalaja, 2011; Chinn et al., 2011). It also identifies factors such as everyday experience of using English, interaction with other English users, and goals and aspirations that seem to lead to a formation of a new belief as well as confirmation and revision of already held beliefs by the particular participant. Further, the study sheds light on the importance of coherency among related be-liefs (Bendixen, 2002), and the participant’s efforts to attain coherency through adjusting them. These insights can contribute both to learner belief studies in SLA as well as epistemic cognition in regards to the conceptual understanding of language learning.

82


Epistemic (conceptual) change meets psychometrics – Exempla-ry application of measurement invariance analysis to capture the development of teacher students’ epistemic beliefs

Friday 31 Aug 2018 at 15:00, I.1.43Authors: Eric Klopp (Saarland University) & Robin Stark (Saarland University)Presenter: Eric Klopp (Saarland University)

Evidence on the developmental trajectory of epistemic beliefs is important because epistemic beliefs are prerequisite for teaching and learning processes. An important distinction in this context is whether epistemic beliefs change in mean level or conceptually, i.e. whether episte-mic conceptual change occurs. This requires methods that allow us to disentangle the develop-mental trajectory of epistemic beliefs.

A possible characterization of epistemic belief development is the notion of α-, β-, and γ-change that can be assessed using longitudinal measurement invariance analysis. α-change refers to changes in the mean of a latent variable under scalar invariance. β-change means either metric or configural, but not scalar invariance. γ-change refers to a lack of configural invariance and means epistemic conceptual change.

We measured domain-general and domain-specific epistemic beliefs three times during the first semester. Domain-general epistemic beliefs were measured with the scales Certainty of Knowledge, Omniscient Authority, and Reflective Nature of Knowledge. Domain-specific epi-stemic beliefs were measured using the scales Texture of Knowledge and Variability of Know-ledge.

The results indicate α-change for Omniscient Authority and Texture of Knowledge. The mean le-vel of Omniscient Authority remained constant whereas for Texture of Knowledge a significant increase between the second and third measurement occurred. For Certainty of Knowledge, Variability of Knowledge and Reflective Nature of Knowledge the data indicate β-change. γ-change did not occur.

This application of α-, β-, and γ-change demonstrates the potential of this method to study epistemic (conceptual) change and demonstrates that neglecting the level of measurement invariance yields possible false conclusions.

83


Pre-service biology teachers‘ perceptions about critical thin-king

Friday 31 Aug 2018 at 15:30, I.1.43Authors: Susanne Rafolt (University of Innsbruck, Department of Subject-Specific Education) & Su-zanne Kapelari (University of Innsbruck, Department of Subject-Specific Education)Presenter: Susanne Rafolt (University of Innsbruck, Department of Subject-Specific Education)

Critical thinking is a fundamental educational ideal and defined as a key competence for li-felong learning and scientific literacy. However, current science curricula development in Aus-tria convey the impression that although research in science education has been discussing the role science education plays in supporting students to develop critical thinking for decades already, we hardly know anything about whether and how these ideas are or should be put into practice. Research has shown that the concept of critical thinking is understood in various ways. We claim that an everyday understanding might ignore the complexity of this mental capacity. Thus, we evaluated pre-service biology teachers‘ perceptions about critical thinking through an associative writing activity. Handwrites were transcribed and reviewed by using a literature derived category system in MAXQDA. Preliminary results show that most of the fifty-seven surveyed students feature a critical thinker with „putting something into question“ and „being cautious, sceptical or suspicious“, but they do not link these features to knowledge and harldy to being self-critical. We argue that it is essential to provide teachers and decision makers with a clear and understandable conceptual model of critical thinking before promoting it in classrooms, because faulty conceptions may misguide students to equate suspiciousness with the intellectually more demanding process of critical thinking.

84


Preliminary analysis of the “models of conceptual change” pro-ject: qualification of- and support given to- conceptual change models in five major science education research journals since the beginnings

Friday 31 Aug 2018 at 14:30, I.1.44Authors: Patrice Potvin (Université du Québec à Montréal), Guillaume Malenfant-Robichaud (Uni-versité du Québec à Montréal), Lucian Nenciovici (Université du Québec à Montréal), Ousmane Sy (Université du Québec à Montréal) & François Thibault (Université du Québec à Montréal)Presenter: Patrice Potvin (Université du Québec à Montréal)

Conceptual change (also sometimes called “conceptual learning”) is an important theme in sci-ence education (T.-C. Lin, Lin, & Tsai, 2014; Tsai & Wen, 2005). However, despite the importance of the conceptual change models that have been proposed to teachers as outcomes of this research field, what counts as a model remains unclear. Furthermore, the relative historical weights of each one of these models remains unevaluated. As an attempt to respond to these shortcomings, a comprehensive meta-synthesis of the conceptual change research literature was carried in order to establish an evaluation of the support that has been given to each con-ceptual change model that has appeared in five major journals since the beginnings of this research tradition. These supports were recorded and labelled as (1) support by evocation, (2) position statements or (3) empirical evidence. In the presentation, a temporal account of the existence and evolution of these supports will be provided, based on the current state of com-pletion of the project (about 80%).

85


Assessment of misconceptions in designing conclusive experi-ments

Friday 31 Aug 2018 at 15:00, I.1.44Authors: Sonja Peteranderl (ETH Zurich), Anne Deiglmayr (ETH Zurich), Peter Edelsbrunner (ETH Zurich) & Elsbeth Stern (ETH Zurich)Presenter: Sonja Peteranderl (ETH Zurich)

Experimentation skills, in particular the ability to plan, implement, and interpret unconfoun-ded experiments, are an important aspect in the development of scientific reasoning. While children do spontaneously develop some understanding of core experimentation strategies, adequately designing and interpreting experiments for testing causal hypotheses remains challenging even for many adolescents and adults. This project focuses on the assessment of misconceptions about experimentation in primary school students, and on the effectiveness of training experimentation skills with regards to the reduction of misconceptions and the abili-ty to plan, conduct, and interpret unconfounded experiments. We developed and evaluated a training, in which we explicitly instruct the “Control of Variables Strategy” (CVS) as a core skill in planning, conducting, and evaluating scientific experiments for testing causal hypotheses. The training lasts for three regular school lessons and combines guided inquiry with direct instruc-tion. A suitable paper-based test for children in primary school (5thand 6th grade) was develo-ped to assess students’ understanding of CVS. Special attention is given to identifying students’ misconceptions, e.g. from typical incorrect experimentation strategies. Based on the data from a first wave of 8 fifth-grade classrooms (n= 152 children), we found significantly higher learning gains from pre- to post-test with regards to the application of experimentation skills and the reduction of typical misconceptions for the treatment vs. a control condition. Data collection will be concluded in late Spring 2018. Analyses with the complete sample will also include data from follow-up tests.

86


Conceptual notions of p-values in Educational Research

Friday 31 Aug 2018 at 15:30, I.1.44Authors & Presenters: Peter Edelsbrunner (ETH Zurich) & Christian Thurn (ETH Zurich, Institute for Behavioral Sciences, Research on Learning and Instruction)

Epistemic concepts of statistic tools like p-values are complex. We investigate educational re-searchers’ interpretations and conclusions when they find that the estimate of a p-value ex-ceeds the a priori defined cut-off value, commonly p > .05, referred to as non-significant. Non-significant p-values do not allow any conclusion, but researchers in various fields often make the mistake to interpret that non-significant p-values indicate the absence of an effect.

30 articles from educational psychology journals were reviewed, with a focus on research on conceptual change, showing that misinterpretations and inferred wrong implications of p-va-lues > .05 are common. We identify researchers´ misconcepts of p-values in two distinct cases and discuss how to improve the application and interpretation of p-values in research on con-ceptual change and beyond.

87

Paper Session 5.3: Conceptual change in science and engineering

Studying initial conceptions of the autonomous car as the groundwork for designing road safety training

Friday 31 Aug 2018 at 14:30, I.2.35Authors: Emeline Ah-tchine (University Grenoble Alpes) & Erica De Vries (University Grenoble Alpes)Presenter: Emeline Ah-tchine (University Grenoble Alpes)

Research shows the efficacy of road safety training to produce more responsible and secure behavior. New types of vehicles, such as the autonomous car, require specific training. In this study, we aim to identify the preconceptions towards this new type of vehicle in order to adjust for road safety training. We expected two opposite profiles, a trustful and reliable view ver-sus an insecure view of the autonomous car. 180 French undergraduate students filled out an open-ended questionnaire in three parts. A hierarchical cluster analysis revealed the presence of five different profiles depicting the autonomous car applying 13 distinctive categories. Au-tonomous cars seem to be safe to about a third of the sample, but requiring a driver for only 13%. These results show too much confidence in the safety of autonomous cars. More research is needed to identify initial conceptions, to design effective road safety training for producing conceptual change regarding the autonomous car, and study its effects on behavior.

88


Through the lens of confidence: students’ misconceptions in physiology

Friday 31 Aug 2018 at 15:00, I.2.35Authors: Marjolein Versteeg (Leiden University Medical Center) & Paul Steendijk (Leiden University Medical Center)Presenter: Marjolein Versteeg (Leiden University Medical Center)

In physiology education, misconceptions are highly prevalent and resistant to change. The ed-ucational community has progressed in conceptual change research, developing instructional designs and investigating the role of the learner’s awareness. However, research on conceptual change and awareness remains scarce in biomedical education. We explored the prevalence of misconceptions and associated awareness on biomedical physiology exercises. Biomedical Science students (n=82) were given four 2-tier multiple-choice questions each including a yes/no and an explanation section to assess knowledge and conceptual understanding. Additional-ly, students graded their confidence on a 5-point Likert scale after each question as a measure of awareness. The correlation between students’ performance and confidence was rs= 0.364, p=0.001. Using Hasan’s decision matrix, we showed that 28.7% of responses were miscon-ceptions (i.e. incorrect but graded with high confidence), and 32.7% of responses were incor-rect and graded with low confidence indicating a lack of knowledge. Results indicate that false conceptual explanations are prevalent among biomedical students and that they are partly unaware of it. These findings stimulate further research on the role of confidence in conceptual change and instruction to increase students’ understanding of physiology.

89


making Energy Easy: Interacting with the forces Underlying Chemical Bonding Using the ELI-Chem Simulation

Friday 31 Aug 2018 at 15:30, I.2.35Authors: Asnat R. Zohar (University of Haifa) & Sharona T. Levy (University of Haifa)Presenter: Asnat R. Zohar (University of Haifa)

This study seeks to develop and explore high-school chemistry students‘ conceptual change regarding chemical bonding and the associated energetics. Having no access to the molecular world and lacking the force-based explanation of chemical bonding, students rely on intuitive heuristics (Taber, 2002). Therefore, we designed the computer simulated ELI-Chem environ-ment that enables embodied interaction with atoms while observing the resulting attraction-repulsion forces. ELI-Chem includes four increasing degrees of embodiment, from gesture con-trol to force-feedback. Our theoretical framework is based on embodied learning theory by relating conceptual learning to bodily experiences (Barsalou, 1999). The working hypothesis is that more intense physical experience with the underlying electrical forces provides a stron-ger foundation for understanding the chemical bonding as dynamic equilibrium between the attraction and repulsion forces. The study uses qualitative and quantitative methods in a pre-test-intervention-posttest design, capturing students‘ gestures and articulations. During the activity with ELI-Chem various degrees of embodiment, students are prompted to discover the underlying attraction and repulsion forces of bonding and energy. Findings show that learning with the ELI-Chem simulation helps students shift from a naïve perception of bonding to a more forced-based reasoning.

ReferencesBarsalou, L. W. (1999). Perceptions of perceptual symbols. Behavioral and Brain Sciences, 22(04), 637–660. Taber, K., & Coll, R. K. (2002). Bonding. In J. K. Gilbert, O. De Jong, R. Justi, D. F. Treagust, & J. H. Van Driel (eds.). Chemical Education: Towards Research-based Practice (pp. 213-234). Klu-wer Academic Publishers.

90

Symposium 3: JURE Symposium

Analyzing Epistemic Ideals and Reliable Processes in Written Ar-gumentation following online Learning

Friday 31 Aug 2018 at 16:35, I.1.43Authors: Rebekah Duke (University of North Carolina at Chapel Hill) & Brian Cartiff (University of North Carolina at Chapel Hill)Presenter: Rebekah Duke (University of North Carolina at Chapel Hill)

People are increasingly using the Internet to find information about issues affecting their own lives such as diet, illness symptoms, or whether to vaccinate or not. They need to be able to se-lect reliable content among the many sources available and use that information to construct well-justified arguments. To do so effectively, adaptive self-regulated learning (SRL) and episte-mic cognition (EC) are needed. Building on the analyses of Greene, Copeland, Deekens, and Yu (2018), we examined the epistemic quality of participants’ argumentative essays following an online learning task about the effectiveness of vitamins. During the learning task, the 53 partici-pants thought-aloud. Afterward, participants were given 20 minutes to write an argumentative essay addressing whether or not healthy adults should take a daily vitamin pill. Greene et al. coded think-aloud protocol (TAP) data for indicators of SRL processing and EC and regressed argumentative essay performance on aggregated TAP codes. We used the AIR model (Chinn, Buckland, & Samarapungvan, 2011; Chinn, Rinehart, & Buckland, 2014) to examine the episte-mic ideals and reliable processes that students employed in their argumentative essays. A full characterization of the epistemic ideals and reliable processes employed in this context, as well as their relationship with argument quality, will be discussed. Greene et al. used a traditional argumentation coding scheme (i.e., total claims, reasons, and evidence used) to score posttest essays, whereas we ran the same analyses using our epistemic-argumentation coding scheme.

91


The Role of Scientific modeling and Conceptual Knowledge in Context-Based Tasks

Friday 31 Aug 2018 at 16:50, I.1.43Authors: Susanne Digel (University of Koblenz-Landau), Alexander Kauertz (University Koblenz-Landau) & Jochen Scheid (University Koblenz-Landau)Presenter: Susanne Digel (University of Koblenz-Landau)

The first and decisive stage in the problem solving process is to establish a so called situational model, i.e. to construct an adequate internal representation of the situation and relate it to the personal knowledge structure by identifying relevant concepts. Construction of an adequate situational model enables higher achievement in problem-solving and better use of problem-solving strategy. The skills required for such a scientific modeling process are described as me-tacognitive, declarative and procedural knowledge. The first one includes an understanding of models and modelling as part of the nature of science. The declarative knowledge of phy-sics specific models and model characteristics is closely related to conceptual knowledge and the procedural knowledge includes the ability to apply models for problem solving. Research about models in science teaching provides suitable description and assessment of declarative and metacognitive modelling skills, whereas the procedural aspect has not been in the scope of investigation. To address this gap, we developed a competence model and the correspon-ding assessment tool for scientific modelling in the physics domains kinematics (K) and optics (O). Empirical analyses (N(K) = 221, N(O) = 51, high school age 15-19) showed good reliabilities for the modelling assessments (EAP/PV K=0.95, O=0.82) along with a satisfying item fit. The accordingly composed conceptual assessments also showed good reliabilities (EAP/PV K=0.81, O=0.76). The situational model in context based tasks is retrieved through concept mapping and assessed with quantitative and qualitative scoring. Results regarding the influence of con-ceptual understanding and modelling skills on the situational model will be presented at the conference.

92


Pre-service teachers‘ epistemic beliefs: Exploring the mecha-nism of change in different instructional settings

Friday 31 Aug 2018 at 17:05, I.1.43Author & Presenter: Julia Ruess (Humboldt-Universität zu Berlin)

The purpose of this study was to examine the underlying mechanisms of change in pre-service teachers’ epistemic beliefs. Three different short-term interventions were deliberately designed to elicit changes in students’ epistemic beliefs: The first intervention employed an explicit ap-proach, engaging students in the evaluation of educational research papers and in a guided reflection on their own epistemic beliefs. In contrast, the second intervention made use of an implicit approach by confronting students with diverging results on a particular educational topic while asking them to take a stand regarding this topic. In this approach, no explicit refe-rences to the students’ epistemic beliefs were evoked. Finally, the third intervention combined both explicit and implicit instructional approaches. The interventions were attended by under-graduate pre-service teachers (N=45). In order to analyze the mechanisms of epistemic change, semi-structured interviews with participants (n=16) were conducted after the interventions. The interviews were transcribed and analyzed using qualitative content analysis. Preliminary findings show that a change in epistemic beliefs was initiated whilst the mechanisms of change varied substantially between the interventions: differences were apparent regarding cognitive conflicts, epistemic emotions as well as regarding the strategies to solve the dissonances. Fur-thermore, the results demonstrate the need to consider individual characteristics of the par-ticipants that might have an impact on the effectiveness of epistemic belief instruction (e. g. epistemic dispositions such as „need for cognitive closure“, students’ epistemic aims such as „understanding“, and their motivation to process the information presented in the interven-tions).

93


historians’ Epistemic Practices

Friday 31 Aug 2018 at 17:20, I.1.43Authors: Mikko Kainulainen (University of Turku) & Clark Chinn (Rutgers University)Presenter: Mikko Kainulainen (University of Turku)

Many current approaches to history education draw conceptual and practical implications from expert historiography. In order not to be based on an idealized textbook understanding of historiography, these approaches require research on the processes through which histo-rians actually produce their work. Philosophers of history have called for research into ways historical works are produced. Previous expert studies of historians have centered on reading and reasoning from documents. However, while conducting research, historians also engage in various other processes. Thus, drawing on the AIR model of epistemic cognition (Chinn & Rinehart, 2016), we interviewed 26 academic historians in order to explore a broader range of their epistemic processes. Interviews were situated within their ongoing research projects and in some common research practices such as note-making or methodological decisions. The interviews were transcribed and analyzed through a qualitative content analysis. Results show that historians discussed heuristics familiar from previous expert studies, such as sourcing, con-textualizing, and close reading. In addition, historians also talked about a large variety of other processes, such as stylizing texts, getting feedback, creating road maps, collecting citations, using graphic heuristics, intuition, reading between the lines, changing premises, and inter-viewing. While this methodology does not capture cognition in the action of “doing history,” it does provide evidence for a more expansive understanding of the epistemic processes of historians. These findings can advance instructional practices in history education. We suggest, that such implications should not be drawn directly, but instead, in dialogue with philosophy and theory of history.

94

Paper Session 6.1: Thoretical considerations in conceptual change

A Theoretical framework of Strategies for fostering Scientific modeling in Classroom Discussions

Friday 31 Aug 2018 at 16:30, I.1.44Author & Presenter: John J. Clement (U. of Massachusetts, Amherst)

This study proposes a theoretical framework that organizes strategies for fostering conceptu-al change through scientific modeling. The strategies identified are based on classroom case studies of experienced teachers leading whole class discussions at the secondary and middle school levels. As part of our background for the analysis we also drew on an earlier study of eleven experts in technical fields who were asked to think aloud while working on unfamiliar explanation problems.

Teaching strategies supporting modeling processes (practices) were identified at four nested time-scale levels, including the scaffolding of Imagery and Simulation Processes at the smallest micro level and of Major Model Construction Modes of discussion such as model competition or model evolution at the largest time scale level. At intermediate levels were Modeling Pro-cesses of model generation, evaluation, and modification, and smaller Nonformal Reasoning Processes such as analogy and requesting evaluative observations. Each process in this hierar-chy is supported by other processes in the levels below it.

By using a nested levels of processes perspective we can organize a rich variety of teaching stra-tegies that scaffold these conceptual change processes. When simplified the nested framework may add coherence to instruction by showing higher order purposes that suggest when to use lower level strategies, making implicit strategies epistemically explicit for teachers.

95


Conceptual change and representational change: are they sides of the same coin?

Friday 31 Aug 2018 at 17:00, I.1.44Author & Presenter: Florence Mihaela Singer (UPG University of Ploiesti)

Starting from analogies with Kuhnian ideas of paradigmatic change of a theory within a scien-tific community, the classical conceptual-change view emphasizes an epistemological position that stress on discontinuities rather than continuity. However, instead of emphasizing incomen-surabilities between old and new knowledge in students, a focus on continuities, connections and a feed-forward approach is more beneficial for effective learning. This can be done by valu-ing students’ adaptive representations, and providing students with a variety of new represen-tations that engender a dynamic view of mathematical knowledge.

An integrated methodology meant to develop representational capacities of each student may take into account the fact that learning is more efficient when it is based on structuring in-nate predispositions and already existing mechanisms of information processing. These me-chanisms can, within a well-designed adequate context, stimulate dynamic attractors for new knowledge.

In practice, such approach should accommodate children with abstractions starting with early ages in an informal way, through gradual processes of understanding based on successive cy-cles of integrating complexity into subsequent levels of abstracting, having in view representa-tions and representation shifts as powerful tools for learning. Periodically, prior representations should be integrated in more complex structures, allowing students to explore equivalences and differences.

Thus, teaching will nurture students’ capacity to navigate among concurrent representations, facilitating the choice of the most appropriate one for solving a problem. Moreover, it may con-tribute to develop more fluent thinkers for today society, when the pace of knowledge accumu-lation (and change) is more dynamic than ever before.

96


Conceptual Change as Complex and Emergent

Friday 31 Aug 2018 at 17:30, I.1.44Authors & Presenters: Mark Hardman (UCL Institute of Education) & John-Paul Riordan (Canter-bury Christ Church University)

Theoretical advances outside of the field of conceptual change provide new perspectives in defining mental models and the processes of their development. Taken together, ‘new materi-alism’ and complexity theory question the separation of cognition from the material of class-rooms: brains, bodies, language, artefacts, technologies and the classroom environment. They also suggest that learning is emergent from the interplay of these materials. To explore and develop this theoretical framework, we undertook empirical analysis of three lessons in which an experienced science teacher taught chromatography to a group of 13-14 year olds (n=27). Our primary research question was ‘how does learning emerge within the complexity of class-rooms?’

We coded video and audio data from multiple positions within the room, using a grounded the-ory approach. We furthermore recorded verbal protocols, in which the teacher commented on the video data, and retrospective debrief interviews. Selected clips were presented to a sample of six pupils from the class, who also undertook verbal protocols and debrief interviews. This allowed the epistemic and ontological beliefs of the teacher and pupils to be integrated into analysis of what each was responding to, and learning from.

We found that key episodes emerged which became significant in the learning of the pupils. In the model developed from this study, learning can be seen as an emergent process of meaning-making which is both enabled and directed by the material context of a classroom, but also by the epistemic beliefs and strategic aims of the teacher and the pupils.

97

Paper Session 6.2: Different aspects of the natural number bias phenomenon

natural number Bias when Reasoning about the Effect of ope-rations

Friday 31 Aug 2018 at 16:30, I.2.35Authors: Wim Van Dooren (Center for Instructional Psychology and Technology, KU Leuven), Court-ney Pollack (Vanderbilt University), Jo Van Hoof (KU Leuven) & Konstantinos Christou (University of Western Macedonia, Greece)Presenter: Wim Van Dooren (Center for Instructional Psychology and Technology, KU Leuven)

When reasoning about numbers, students are susceptible to a natural number bias (NNB), in which they misapply properties of natural numbers when reasoning about non-natural numbers (e.g., Ni & Zhou, 2005). The NNB arises when students reason about unknown quan-tities or the effects of arithmetic operations with natural numbers (e.g., Christou, 2015). The present study examined the NNB when students solve algebraic equations involving multipli-cation with small or large natural numbers and an unknown (e.g., 3 x __= 12 and 6 x _= 498). Equations varied on number and operation congruency; unknown operands were either na-tural or rational numbers, and operations were either consistent (e.g., a product is larger than its operand) or inconsistent with natural number arithmetic. In a response-time paradigm, 77 adults viewed equations and determined whether a number could make the equation true. Re-sults suggested a NNB; accuracy was highest for problems that had natural number unknowns and were congruent with natural number arithmetic, and lowest for problems with rational number unknowns that were incongruent with natural number arithmetic. The effect was lar-ger for items with small numbers, which is likely because these number combinations appear in the multiplication table, which is automatized through primary education. Findings suggest the NNB led to decreased student performance on problems requiring rational number reaso-ning. To help counteract the NNB, teachers can help students develop intuitions for working with rational numbers.

98


Do Benchmarks help People overcome the natural number Bias in fraction Comparison?

Friday 31 Aug 2018 at 17:00, I.2.35Authors: Andreas Obersteiner (University of Wisconsin-Madison; University of Education Freiburg) & Martha Alibali (University of Wisconsin-Madison)Presenter: Andreas Obersteiner (University of Wisconsin-Madison; University of Education Freiburg)

Many studies have documented a natural number bias in simple fraction comparison: When people have to choose the larger of two fractions, they are faster and more accurate when the larger fraction is composed of the larger components (e.g., 3/5 > 2/5) rather than the smaller components (1/3 > 1/4). However, studies on more complex fraction comparisons have pro-duced conflicting results. Moreover, recent research suggests that people may be less biased when they activate magnitudes of fractions, but whether they do so may depend on certain problem features as well as on their level of mathematical experience. Using “benchmarks” (i.e., familiar fractions such as ½ that serve as references) may be a way to activate (approximate) fraction magnitudes.

In this study, a large sample of university students solved complex fraction comparison pro-blems in which fractions varied in their relative position to the potential benchmarks 0, ½, ¼, ¾, and 1. We found a clear “smaller components—larger fraction” bias in participants with less mathematical experience and a reduced bias in participants with greater mathematical expe-rience. On problems that encouraged the use of 0 and 1 as benchmarks, there was no bias and participants performed relatively well. For benchmarks other than 0 and 1, benefits were small. Encouraging people to use benchmarks before they worked on the problems did not improve their performance. The results highlight the large variability in the occurrence of the natural number bias, which is presumably due to the complex interaction between individual factors and problem features.

99


Are Primary Teachers the Unwitting Cause of natural number Bias?

Friday 31 Aug 2018 at 17:30, I.2.35Authors: Florian Stampfer (Universität Innsbruck) & Tobias Hell (Universität Innsbruck, Pädago-gische Hochschule Tirol)Presenter: Tobias Hell (Universität Innsbruck, Pädagogische Hochschule Tirol)

Mastering rational numbers is crucial for the success of students in secondary school. To this aim, the opportunity for a conceptional change during the transition to lower secondary school can be key. In Austria, rational numbers are mainly taught in this level of education. But a first and very distinctive confrontation with rational numbers already occurs at the end of primary school, although the prevailing context is given by natural numbers. In the last few years, se-veral studies have investigated the trajectories of rational numbers and identified the natural number bias (NNB) as a robust obstacle for a sustainable understanding of rational numbers. The NNB is characterised as the tendency to apply (inappropriately) natural number properties to tasks with rational numbers (Ni & Zhou, 2005).

In our study, we investigated the NNB of prospective primary teachers in Western Austrian. For our survey, we developed a web app and implemented a selection of items of the Rational Number Sense Test. The web app enabled us to record precise response time in addition to item accuracy. Based on these data, a hierarchical cluster analysis identified four clusters. The clusters‘ profiles can be clearly linked to different aspects of rational numbers and also to a conspicuous affectation of the NNB. Our findings show that a large portion of prospective pri-mary teachers still have severe misconceptions about rational numbers.

Moreover, the analysis of the profiles gives hints on how to educate these prospective primary teachers in order to prevent the systematic dissemination of the NNB.

100

LIST OF NAMES

Emeline Ah-tchine (University Grenoble Alpes)

Martha Alibali (University of Wisconsin-Madison)

Tamer Amin (American University of Beirut)

Mattias Arrhenius (Department of Humanities and Social Science Education, Stockholm University)

Gertraud Benke (Alpen-Adria Universität Klagenfurt)

Andrea Bernholt (IPN - Institute for Science and Mathematics Education Kiel)

Merim Bilalić (Northumbria University, Newcastle)

Madelen Bodin (Umeå University)

Romain Boissonnade (University of Neuchâtel & University of Teacher Education BEJUNE)

Christian Brandmo (University of Oslo)

Ivar Bråten (University of Oslo)

Jasmin Breitwieser (German Institute for International Educational Research (DIPF))

Garvin Brod (German Institute for International Educational Research (DIPF))

Valentin Bucik (University of Ljubljana)

Silvia Bunge (UC Berkeley)

Brian Cartiff (University of North Carolina at Chapel Hill)

Clark Chinn (Rutgers University)

Konstantinos Christou (University of Western Macedonia, Greece)

John J. Clement (U. of Massachusetts, Amherst)

Caroline Cormier (Cégep André Laurendeau)

Peter Davies (Birmingham University, School of Education)

Wim De Neys (Université Paris Descartes)

Erica De Vries (University Grenoble Alpes)

Anne Deiglmayr (ETH Zurich)

Susanne Digel (University of Koblenz-Landau)

Stella Dimitrakopoulou (National and Kapodistrian University of Athens, Greece)

Rebekah Duke (University of North Carolina at Chapel Hill)

Elisabeth Dumont (ZHAW)

Peter Edelsbrunner (ETH Zurich)

Linda Ekström (Luleå University of Technology)

Irit Elior (The David Yellin Academic College of Education)

Haim Eshach (Ben Gurion University of the Negev, Israel)

Leila Ferguson (Kristiania University-College)

Maja Flaig (Department of Educational Psychology, University of Trier)

Hans U. Fuchs (Center for Narrative in Science)

Akiko Fukao (International Christian University)

Adiv Gal (Kibbutzim College of Education, technology and the arts)

Dafna Gan (Kibbutzim College of Education, technology and the arts)

Zayba Ghazali-Mohammed (University of Edinburgh)

Jeff Greene (University of North Carolina at Chapel Hill)

Laura Griffen (Institute of Art, Design and Technology, Dún Laoghaire, Ireland)

Barbara Hanfstingl (Alpen-Adria Universität Klagenfurt)

Minna Hannula-Sormunen (University of Turku)

Mark Hardman (UCL Institute of Education)

Marcus Hasselhorn (German Institute for International Educational Research (DIPF))

Tobias Hell (Universität Innsbruck, Pädagogische Hochschule Tirol)

Barbara Hofer (Middlebury College)

Judi Humberstone (University of Melbourne)

Caroline Ignell (Department of Education, Stockholm University)

Matthew Inglis (University of Loughborough, UK)

Ann-Sofie Jägerskog (Stockholm University)

Mikko Kainulainen (University of Turku)

George Kaliampos (Department of Special Education, University of Thessaly, Greece)

Yvonne Kammerer (Leibniz-Institut für Wissensmedien)

Nele Kampa (IPN - Institute for Science and Mathematics Education)

Suzanne Kapelari (University of Innsbruck, Department of Subject-Specific Education)

Shulamit Kapon (Technion - Israel Institute of Technology)

Manu Kapur (ETH Zurich)

Hamad Karous (University of Liège)

Alexander Kauertz (University Koblenz-Landau)

Panayiota Kendeou (University of Minnesota)

Eric Klopp (Saarland University)

Vassilis Kollias (Department of Primary Education, University of Thessaly)

Konrad Krainer (Alpen-Adria Universität Klagenfurt)

Ida Kukliansky (Industrial Engineering and Management Department, Ruppin Academic Center, Israel)

Natassa Kyriakopoulou (University of Athens)

101

LIST OF NAMES

Erno Lehtinen (University of Turku)

Mariana Levin (Western Michigan University)

Olivia Levrini (University of Bologna)

Sharona T. Levy (University of Haifa)

Bernard Leyh (University of Liège)

Maria Lindfors (Umeå university)

Doug Lombardi (Department of Teaching and Learning, Temple University)

Cecilia Lundholm (Department of Humanities and Social Science Education, Stockholm University)

Guillaume Malenfant-Robichaud (Université du Québec à Montréal)

Miguel Martin (University of Salamanca, Spain)

Steve Masson (Université du Québec à Montréal)

Sofia Mavropoulou (Queensland University of Technology, Australia)

Anne-Kathrin Mayer (Leibniz Institute for Psychology Information (ZPID))

Jake McMullen (University of Turku)

Erik Meij (Windesheim University of Applied Sciences)

Silke Mikelskis-Seifert (PH-Freiburg)

Krista R. Muis (McGill University)

Mari Murtonen (University of Turku)

Lucian Nenciovici (Université du Québec à Montréal)

Efrat Nevo (Jerusalem College)

Brigitte Nihant (University of Liège)

Andreas Obersteiner (University of Wisconsin-Madison; University of Education Freiburg)

Svetlana Ovsyannikov (The David Yellin Academic College of Education)

Sonja Peteranderl (ETH Zurich)

Ekaterina Peycheva (University of Edinburgh)

Courtney Pollack (Vanderbilt University)

Patrice Potvin (Université du Québec à Montréal)

Marjaana Puurtinen (University of Turku)

Susanne Rafolt (University of Innsbruck, Department of Subject-Specific Education)

Robert Reeve (University of Melbourne)

Sibylle Reinfried (University of Teacher Education Lucerne)

John-Paul Riordan (Canterbury Christ Church University)

Tom Rosman (Leibniz Institute for Psychology Information (ZPID))

Julia Ruess (Humboldt-Universität zu Berlin)

Henrik Saalbach (University of Leipzig)

Jochen Scheid (University Koblenz-Landau)

Michael Schneider (University of Trier)

Yaron Schur (The David Yellin Academic College of Education)

Martin Schwichow (PH Freiburg)

Eva Seifried (Heidelberg University)

Shirley Simon (UCL Institute of Education, University College London)

Simon Simon Kucharsky (University of Amsterdam)

Gale Sinatra (University of Southern California)

Florence Mihaela Singer (UPG University of Ploiesti)

Irini Skopeliti (University of Patras)

Ilona Södervik (University of Helsinki)

Demet Soyyilmaz (University of Copenhagen)

Florian Stampfer (Universität Innsbruck)

Robin Stark (Saarland University)

Paul Steendijk (Leiden University Medical Center)

Elsbeth Stern (ETH Zurich)

Ousmane Sy (Université du Québec à Montréal)

François Thibault (Université du Québec à Montréal)

Christian Thurn (ETH Zurich, Institute for Behavioral Sciences, Research on Learning and Instruction)

Yukako Ueno (International Christian University)

Violeta Vainer (Escuela del Jacaranda)

Xenia Vamvakoussi (University of Ioannina)

Wim Van Dooren (Center for Instructional Psychology and Technology, KU Leuven)

Jo Van Hoof (KU Leuven)

Nina Vaupotič (University of Ljubljana)

Denis Vavougios (Department of Special Education, University of Thessaly)

Lieven Verschaffel (KU Leuven)

Marjolein Versteeg (Leiden University Medical Center)

Henna Vilppu (University of Turku)

James A. Vivian (McGill University)

Stella Vosniadou (University of Athens, Flinders University)

Lily Min Zeng (University of Hong Kong)

Esther Ziegler (ETH Zurich)

Asnat R. Zohar (University of Haifa)

11th International Conference on Conceptual Change „Epistemic Cognition and Conceptual Change“

We thank for the support:

University of Western Macedonia, GreeceForschungsrat Alpen-Adria-Universität KlagenfurtInstitut für Unterrichts- und SchulentwicklungEuropean Association for Research on Learning and Instruction (EARLI)

Institut für Unterrichts- und SchulentwicklungAlpen-Adria-Universität Klagenfurt9020 Klagenfurt

programme and book of abstracts - conference.aau.at · general information about the conference 10...

Documents