Effects of concept-based instruction on calculus students’ acquisition of conceptual understanding and procedural skill

2006 ◽  
pp. 27-60 ◽  
Author(s):  
Kelly Chappell
Keyword(s):  
Conceptual Understanding ◽  
Procedural Skill ◽  
Calculus Students ◽  
Based Instruction

scholarly journals Designing a Coherence- & Concept-Based Modular Course to Facilitate Students’ Understanding of Crosscutting Concepts

2021 ◽  
Vol 83 (5) ◽  
pp. 291-297
Author(s):  
Dongxue Jin ◽  
Enshan Liu
Keyword(s):  
High School Students ◽  
Conceptual Understanding ◽  
Scientific Concept ◽  
Structured Interviews ◽  
School Students ◽  
Course Structure ◽  
Concept System ◽  
5E Instructional Model ◽  
Based Instruction ◽  
Crosscutting Concepts

Crosscutting concepts (CCCs) are superordinate in the scientific concept system, common across disciplines, and very abstract. These characteristics, with the addition of incoherence in their curricular presentation, can challenge instructors. We designed a modular course based on coherence and conceptual understanding. The course structure was arranged in accordance with intra- and inter-unit coherence of CCCs, and each lesson was prepared according to “concept-based instruction” and the “5E instructional model.” The results of the pretest and posttest and the semi-structured interviews consistently showed that the participating high school students significantly improved their understanding of CCCs, thus supporting the effectiveness of the modular course.

scholarly journals The interaction of procedural skill, conceptual understanding and working memory in early mathematics achievement

2017 ◽  
Vol 3 (2) ◽  
pp. 400-416 ◽  
Author(s):  
Camilla Gilmore ◽  
Sarah Keeble ◽  
Sophie Richardson ◽  
Lucy Cragg
Keyword(s):  
Working Memory ◽  
Mathematics Achievement ◽  
Conceptual Understanding ◽  
Cognitive Skills ◽  
Working Memory Capacity ◽  
Mathematical Achievement ◽  
Large Individual ◽  
Procedural Skill ◽  
And Mathematics ◽  
Independent Effects

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

scholarly journals An Overview of Learning Cycles in Science Inquiry-based Instruction

2020 ◽  
Vol 16 (2) ◽  
pp. 76-81
Author(s):  
Christian Nicol ◽  
Emmanuel Gakuba ◽  
Gonzague Habinshuti
Keyword(s):  
Conceptual Understanding ◽  
Science Inquiry ◽  
Learning Cycle ◽  
Learning Goals ◽  
Transfer Of Knowledge ◽  
Comprehensive Overview ◽  
Adequate Information ◽  
Learning Cycles ◽  
Based Instruction ◽  
Evaluation Of Learning

While a plethora of researchers have acknowledged the importance of learning cycles as a model of instruction in a constructivist supported enquiry science education, the rising number of learning cycle models however raises compelling questions about validity, hence the need for a comprehensive overview and analysis of the comparative strengths and weaknesses of these models. This paper examined among the very many, four major learning cycles; 3E, 5E, 7E and 9E, on the scales of knowledge construction, to provide adequate information for decision making regarding their preference and use. While the 3E provides the very basic framework for expansion, it missed addressing the learners’ initial dialogic engagement with teachers as well as summative evaluation of learning. Critical analysis informed the conclusion that there are three main goals common to the learning cycles under review namely; the development of conceptual understanding, process skills and critical thinking. A well-planned and implemented 5E model generally meets the inquiry-based constructivist learning goals, although it is silent on transfer of knowledge outside of the classroom. This transfer of knowledge, provided for in the 7E, is the major meaningful difference between 5E and 7E. The three new phases introduced in the 9E, Echo, Emend and E-search, were assessed to be redundant. After a thorough needs assessment of the phases of the learning cycles under review, a six-phase learning cycle is proposed comprising Engage, Explore, Explain, Elaborate, Evaluate and Extend.

Fractions Instruction: Linking Concepts and Procedures

2013 ◽  
Vol 20 (1) ◽  
pp. 18-26 ◽  
Author(s):  
Nicole Pitsolantis ◽  
Helena P. Osana
Keyword(s):  
Problem Solving ◽  
Real Time ◽  
Conceptual Understanding ◽  
Mathematical Thinking ◽  
Sixth Graders ◽  
Procedural Skill

Three specific sites, or points in real time, during problem solving gave fifth and sixth graders conceptual understanding, procedural skill, and the ability to justify their mathematical thinking about fractions.

Case-based instruction: Improving students' conceptual understanding through cases in a mechanical engineering course

2014 ◽  
Vol 51 (5) ◽  
pp. 659-677 ◽  
Author(s):  
Aman Yadav ◽  
Megan Vinh ◽  
Gregory M. Shaver ◽  
Peter Meckl ◽  
Stephanie Firebaugh
Keyword(s):  
Conceptual Understanding ◽  
Mechanical Engineering ◽  
Based Instruction ◽  
Case Based

scholarly journals Model-based instruction to improve the concept of students on human anatomy: Primary School, Ethiopia

2020 ◽  
Vol 12 (2) ◽  
pp. 72-85
Author(s):  
Asrat Dagnew Kelkay ◽  
Aminat Endris
Keyword(s):  
Conceptual Understanding ◽  
Teaching And Learning ◽  
Simple Random Sampling ◽  
Teaching Approach ◽  
Human Anatomy ◽  
Test Results ◽  
Model Based ◽  
Informal Assessment ◽  
Post Test ◽  
Based Instruction

The purpose of this study was to improve the conceptual understanding of students using model-based teaching about the human skeletal system in grade seven. Quasi-experimental research was employed pre- and post-test, control and experimental group design. Out of four sections, two sections (n = 132) were selected using simple random sampling techniques. The data were gathered by tests, observation and informal assessment. The data obtained from tests were analysed quantitatively through mean, standard deviation, independent t-test and the observation and informal assessment data were analysed qualitatively. The pre-test results indicated that there was no significant mean difference and p>0.05 between the two groups. Similarly, the result of pre-informal assessment showed that students in both groups had common misconceptions about the topic. The post-test results revealed that model-based teaching approach exhibited significant changes compared to the traditional groups of students. From the results of this study, it is possible to conclude that the model-based teaching approach improves students’ conceptual understanding, participations and clear misconceptions compared to the students taught by traditional teaching approach. Based on the finding it was recommended that the model-based teaching approach should be encouraged for teaching and learning biology. Keywords: Conceptual understanding, human anatomy, model-based instruction

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