Article Instance

HTTP 200 OK
Allow: GET
Content-Type: application/json
Vary: Accept

{
    "pk": 25486,
    "title": "Pathways of Conceptual Change: Investigating the Influence of Experimentation\nSkills on Conceptual Knowledge Development in Early Science Education",
    "subtitle": null,
    "abstract": "Science education aims at developing students’ knowledge of\nscientific concepts and principles. However, students differ in\ntheir prior knowledge and cognitive skills and thus follow\ndifferent learning pathways. We examined whether and how\nexperimentation skills predict elementary students’ pathways\nof conceptual knowledge development in science education.\nFirst to sixth grade students (N = 1275) received 15 units of\ninquiry-based classroom instruction on the topic “floating and\nsinking”. Students’ experimentation skills were assessed\nbefore instruction. Their conceptual knowledge about floating\nand sinking was assessed before and after instruction. Latent\nprofile transition analysis, a markov chain mixture model for\ncontinuous longitudinal data, revealed that students with\nhigher experimentation skills were more likely to develop\nproficient and consistent knowledge of floating and sinking.\nWe discuss theoretical implications of this finding,\nadvantages of mixture models to examine conceptual\nknowledge development, and implications for science\neducation in elementary school.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "science education; experimentation skills;\nknowledge structure; knowledge development; elementary\nschool;"
        }
    ],
    "section": "Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/64f8q0ww",
    "frozenauthors": [
        {
            "first_name": "Peter",
            "middle_name": "A",
            "last_name": "Edelsbrunner",
            "name_suffix": "",
            "institution": "Section for Research on Learning and Instruction, ETH Zurich",
            "department": ""
        },
        {
            "first_name": "Lennart",
            "middle_name": "",
            "last_name": "Schalk",
            "name_suffix": "",
            "institution": "Section for Research on Learning and Instruction, ETH Zurich",
            "department": ""
        },
        {
            "first_name": "Ralph",
            "middle_name": "",
            "last_name": "Schumacher",
            "name_suffix": "",
            "institution": "Section for Research on Learning and Instruction, ETH Zurich",
            "department": ""
        },
        {
            "first_name": "Elsbeth",
            "middle_name": "",
            "last_name": "Stern",
            "name_suffix": "",
            "institution": "Section for Research on Learning and Instruction, ETH Zurich",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2015-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/25486/galley/15110/download/"
        }
    ]
}