Instructional conceptions Their nature and impact Jan Elen, Rebecca Léonard, Geraldine Clarebout & Joost Lowyck CIP&T, K.U.Leuven TECFA, Université de Genève 12-02-04 Introduction Instructional conceptions: definition
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Their nature and impact
Jan Elen, Rebecca Léonard, Geraldine Clarebout & Joost Lowyck
TECFA, Université de Genève
Instructional conceptions: definition
(general and specific) ideas of students about (aspects and / or components of)
Prototypical example : Salomon (1984)
television is “easy”; print is “tough”
learner optimism / the ‘positive’ answerWhy study instructional conceptions ?
Instructional devices not (adequately) used
Growing importance in ID of process variables
Martens et al.
Learners become co-designers (open learning environments; CSCL, learning communities)
Other contextual elementsTheoretical framework (simplified)
Learning Activities/ Processes
40 items, loadings > .40; = .96
1 item, loading = .56
=> 25 items; 15 items removed
r1,r3, r3, ger1, ger3, ger3, ger3, ger5,b1, b3, b5,w3,gen1, gen5, k1, k1, k3, p1
w1, w3, go3, p5