On the Role of Concepts in Learning and Instructional Design

The field of instructional design has traditionally treated concepts as discrete learning outcomes. Theoretically, learning concepts requires correctly isolating and applying attributes of specific objects into their correct categories. Similarity views of concept learning are unable to account for all of the rules governing concept formation, patterns of concepts, and concepts-in-use. Probabilistic-prototype and exemplar views have accommodated some of the inherent fuzziness of concepts. Concepts can only be fully understood as processes of conceptual change, the reorganization of conceptual frameworks. Although very little research has focused on assessing conceptual change, the theories of conceptual change recommend assessing patterns of concepts and concepts-in-use. Descriptions of pertinent assessment methods are presented.

[1]  P. Pintrich,et al.  The role of intentions in conceptual change learning , 2003 .

[2]  G. Kelly.  A theory of personality : the psychology of personal constructs , 1963 .

[3]  D. Jonassen,et al.  Concept mapping as cognitive learning and assessment tools , 1997 .

[4]  Arthur Whimbey,et al.  Problem solving and comprehension , 1982 .

[5]  E. Rosch,et al.  Cognition and Categorization , 1980 .

[6]  Harold F. O'Neil.  Procedures for instructional systems development , 1979 .

[7]  Katherine M. Edmondson,et al.  Chapter 2 – Assessing science understanding through concept maps , 2005 .

[8]  Roger W. Schvaneveldt,et al.  Measuring the Structure of Expertise , 1985, Int. J. Man Mach. Stud..

[9]  M. David Merrill,et al.  The new Component Design Theory: instructional design for courseware authoring , 1987 .

[10]  R. Shavelson,et al.  Comparison of the reliability and validity of scores from two concept‐mapping techniques* , 2001 .

[11]  Carol A. Carrier,et al.  The selection of instructional options in a computer-based coordinate concept lesson , 1985 .

[12]  Robert M. Gagné,et al.  1: Learning and Instructional Sequence , 1973 .

[13]  Donald A. Stepich,et al.  Instructional analogies and the learning of concepts , 1995 .

[14]  Marvin Minsky,et al.  Semantic Information Processing , 1968 .

[15]  J. Mintzes,et al.  Assessing science understanding : a human constructivist view , 2005 .

[16]  Richard C. Anderson,et al.  Recall of Previously Unrecallable Information Following a Shift in Perspective. Technical Report No. 41. , 1977 .

[17]  David H. Jonassen,et al.  Model building for conceptual change , 2005, Interact. Learn. Environ..

[18]  William E. Montague.  Instructional Quality Inventory. , 1983 .

[19]  Charles M. Reigeluth,et al.  Instructional Design Theories and Models : An Overview of Their Current Status , 1983 .

[20]  D. W. Dearholt,et al.  Graph theoretic foundations of pathfinder networks , 1988 .

[21]  R. Siegler.  Emerging Minds: The Process of Change in Children's Thinking , 1996 .

[22]  L. Mason,et al.  Reconsidering conceptual change: issues in theory and practice , 2002 .

[23]  R. Sternberg.  Thinking and problem solving , 1994 .

[24]  Peter Gärdenfors,et al.  Conceptual spaces - the geometry of thought , 2000 .

[25]  Kathleen Hogan,et al.  Dialogue as Data: Assessing Students' Scientific Reasoning with Interactive Protocols , 2005 .

[26]  L. West,et al.  Cognitive Structure and Conceptual Change , 1985 .

[27]  John K. Gilbert,et al.  Concepts, Misconceptions and Alternative Conceptions: Changing Perspectives in Science Education , 1983 .

[28]  P. Pintrich,et al.  Intentional Conceptual Change , 2003 .

[29]  Sherry A. Southerland,et al.  Chapter 4 – “what do you mean by that?” using structured interviews to assess science understanding , 2005 .

[30]  Stella Vosniadou,et al.  New Perspectives on Conceptual Change , 1999 .

[31]  Mary Besterfield-Sacre,et al.  Scoring Concept Maps: An Integrated Rubric for Assessing Engineering Education , 2004 .

[32]  Joan Mazur,et al.  CONVERSATION ANALYSIS FOR EDUCATIONAL TECHNOLOGISTS: THEORETICAL AND METHODOLOGICAL ISSUES FOR RESEARCHING THE STRUCTURES, PROCESSES, AND MEANING OF ON-LINE TALK , 2003 .

[33]  S. Vosniadou.  Capturing and modeling the process of conceptual change. , 1994 .

[34]  William Taylor,et al.  Networking vs. rote learning strategies in concept acquisition , 1982 .

[35]  D L Medin,et al.  Concepts and conceptual structure. , 1989, The American psychologist.

[36]  William F. Brewer,et al.  The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction , 1993 .

[37]  M. Merrill,et al.  Teaching Concepts: An Instructional Design Guide , 1977 .

[38]  Donald A. Norman,et al.  Comments on learning: Schemata and memory representation , 1976 .

[39]  David H. Jonassen,et al.  Computers as Mindtools for Schools: Engaging Critical Thinking , 1999 .

[40]  J. Roschelle,et al.  Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition , 1994 .

[41]  Eleanor Rosch,et al.  Principles of Categorization , 1978 .

[42]  D. Medin,et al.  The role of theories in conceptual coherence. , 1985, Psychological review.

[43]  S. Carey.  Conceptual Change in Childhood , 1985 .

[44]  D. Jonassen.  Assessing Cognitive Structure: Verifying a Method Using Pattern Notes. , 1987 .

[45]  Leslie J. Briggs,et al.  Principles of Instructional Design , 1974 .

[46]  David H. Jonassen,et al.  Implications of multi-image for concept acquisition , 1979 .

[47]  Brent G. Wilson,et al.  A new model of concept teaching and learning , 1990 .

[48]  Robert M. Gagné,et al.  Presidential address of division 15 learning hierarchies , 1968 .

[49]  Eduardo Salas,et al.  TPL—KATS-card sort: A tool for assessing structural knowledge , 2003, Behavior research methods, instruments, & computers : a journal of the Psychonomic Society, Inc.

[50]  Robert D. Tennyson,et al.  An Empirically Based Instructional Design Theory for Teaching Concepts , 1986 .

[51]  Robert D. Tennyson,et al.  Pictorial support and specific instructions as design variables for children’s concept and rule learning , 1978 .

[52]  W. Brewer,et al.  Mental models of the earth: A study of conceptual change in childhood , 1992, Cognitive Psychology.

[53]  Carol K. K. Chan,et al.  Knowledge Building as a Mediator of Conflict in Conceptual Change , 1997 .

[54]  What Do You Mean by That? , 1970 .

[55]  Robert D. Tennyson,et al.  Concept Learning by Children Using Instructional Presentation Forms for Prototype Formation and Classification-Skill Development. , 1983 .

[56]  David H. Jonassen,et al.  Structural Knowledge: Techniques for Representing, Conveying, and Acquiring Structural Knowledge , 1993 .

[57]  William E. Montague,et al.  Instructional quality inventory. A formative evaluation tool for instructional development , 1983 .

[58]  B. Ross,et al.  Concepts and Categories , 1994 .

[59]  Nancy J. Cooke,et al.  Effects of Computer Programming Experience on Network Representations of Abstract Programming Concepts , 1988, Int. J. Man Mach. Stud..

[60]  R. Shavelson.  Some Aspects of the Correspondence between Content Structure and Cognitive Structure in Physics Instruction. , 1972 .

[61]  Marcy P. Driscoll,et al.  Effects of a diagrammatic display of coordinate concept definitions on concept classification performance , 1986 .

[62]  R. Gagne.  Conditions of Learning , 1965 .

[63]  Samuel Hicken,et al.  Learner control modes and incentive variations in computer-delivered instruction , 1992 .

[64]  Robert D. Tennyson,et al.  Advisement and management strategies as design variables in computer-assisted instruction , 1980 .

[65]  Xiufeng Liu,et al.  Using concept mapping for assessing and promoting relational conceptual change in science , 2004 .