A Punctuated Equilibrium Model for Conceptual Change and the Role of Neo-Piagetian Constructs: Methodology, Empirical Evidence, and Theoretical Perspectives.

This study explores the hypothesis related to a punctuated equilibrium process for conceptual change in science learning, in conjunction with the effects of four cognitive variables: logical thinking and field-dependence/field-independence, divergent and convergent thinking. The participants were fifth and sixth-grade elementary school pupils involved in different tasks, who were asked to describe and interpret chemical phenomena. Latent Class Analysis (LCA) was applied to children's responses, and three clusters or latent classes (LC1, LC2, and LC3) were identified, corresponding to hierarchical levels of conceptual understanding.

Conceptual understanding in science learning and the role of four psychometric variables: a person-centered approach.

The present study investigated conceptual understanding in learning science in relation to four cognitive variables: logical thinking, field-dependence/field-independence, and divergent and convergent thinking. The participants were fifth- and sixth-grade elementary school pupils involved in different mental tasks, where they had to describe and interpret phenomena related to changes of matter. This brief report presents data from the students' understanding of evaporation, and the method of analysis, a person-centered approach, is explicated.

Neo-Piagetian Predictors of Students' Performance in Science Learning: Evidence from Primary Education.

This study explores primary school pupils' knowledge recall and interpretation skills regarding chemical and physical phenomena, in relation to three psychometric variables: logical thinking, field dependence/field independence, and divergent thinking. The participants ( 375) were in the fifth and sixth grades (aged 11-12) taking an introductory course in science, and they were involved in three tasks related to combustion, dissolution, and mixture separation. The pupils had to complete an instrument, in which they were asked to describe and interpret the phenomena involved in the tasks.

Nonlinear Dynamic Effects of Convergent and Divergent Thinking in the Conceptual Change Process: Empirical Evidence from Primary Education.

The present study explores the role of convergent and divergent thinking in learning sciences from the nonlinear dynamical system (NDS) perspective. The participants (N=375) were fifth and sixth graders, aged 11-12, who were taking an introductory course in science. Students' understanding of physical phenomena, such as melting, boiling and evaporation was investigated as a function of four neo-Piagetian constructs via the difference-equation cusp catastrophe model.