Examples of conceptual model in the following topics:
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- Conceptual models describe ecosystem structure, while analytical and simulation models use algorithms to predict ecosystem dynamics.
- Conceptual models are usually depicted graphically as flow charts.
- Conceptual models are limited; they poorly predict the consequences of changes in ecosystem species and/or environment.
- This conceptual model shows the flow of energy through a spring ecosystem in Silver Springs, Florida.
- Compare and contrast conceptual, analytical, and simulation models of ecosystem dynamics
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- Many different models are used to study ecosystem dynamics, including holistic, experimental, conceptual, analytical, and simulation models.
- Three basic types of ecosystem modeling are routinely used in research and ecosystem management: conceptual models, analytical models, and simulation models.
- A conceptual model consists of flow charts to show interactions of different compartments of the living and nonliving components of the ecosystem.
- A conceptual model describes ecosystem structure and dynamics and shows how environmental disturbances affect the ecosystem, although its ability to predict the effects of these disturbances is limited.
- Differentiate between conceptual, analytical, and simulation models of ecosystem dynamics, and mesocosm and microcosm research studies
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- Introduced by German sociologist Ferdinand Tönnies, Gemeinschaft and Gesellschaft are two conceptual models for types of human association.
- Introduced by German sociologist Ferdinand Tönnies, Gemeinschaft and Gesellschaft are two conceptual models for types of human association.
- As all conceptual models, these categories can be challenged by social change.
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- Teaching for conceptual change is not an easy process; it is more time-consuming than traditional, rote teaching methods.
- Conceptual change learning results in better conceptual understanding by the students.
- The unique features of conceptual change instruction are that:
- One is for the students to learn about history following a conceptual change model.
- The other is for the teacher to learn how to implement the conceptual change lesson.
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- Conceptual change approaches in science education.
- Teaching for conceptual change.
- Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change.
- Stepans, Joseph, Targeting student¹s science misconceptions: Physical science concepts using the conceptual change model (2009).
- A revisionist theory of conceptual change.
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- Cognitive conflict has been used as the basis for developing a number of models and strategies for teaching for conceptual change.
- Among these are the Generative Learning Model (Cosgrove & Osborne, 1985), the Ideational Confrontation Model (Champagne, Gunstone, & Klopfer, 1985), and an instructional strategy using anomalous data (Chinn & Brewer, 1993).
- Although these models suggest different methods and techniques, they share a structure similar to the conceptual change teaching strategy proposed by Nussbaum and Novick (1982):
- If this is the teacher's first conceptual change learning activity, it is wise to begin with the latter; such discussions allow the teacher to model the evaluation process before students evaluate each other's ideas in smaller groups.
- A cooperative learning environment is necessary for successful conceptual change instruction.
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- The ELT model outlines two related approaches toward grasping experience: concrete experience and abstract conceptualization, as well as two related approaches toward transforming experience: reflective observation and active experimentation.
- Convergers are characterized by abstract conceptualization and active experimentation.
- Assimilators are characterized by abstract conceptualization and reflective observation.
- They are capable of creating theoretical models by means of inductive reasoning.
- Kolb styles model is based on the experiential learning theory.
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- Experiential Learning Theory "provides a holistic model of the learning process and a multilinear model of adult development" (Baker, Jensen, Kolb, 2002, p. 51).
- The learning model outlined by the Experiential Learning Theory (ELT) contains two distinct modes of gaining experience that are related to each other on a continuum: concrete experience (apprehension) and abstract conceptualization (comprehension).
- The ELT model attempts to explain why learners approach learning experiences in such different manners but are still able to flourish.
- Thus, a learner who experiments with models and manipulates them in the process of learning must also be able to conceptualize and form observations based on what s/he experiences.
- This is at the heart of the ELT model and Kolb's view of the adult learner.
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- Furthermore, it does not consider other participants (i.e., the teacher and other students) in the learning environment and how these participants influence the learner's conceptual ecology, thus influencing conceptual change.
- Strike and Posner (1992) also recognized similar deficiencies in their original conceptual change theory and suggested that affective and social issues affect conceptual change.
- These views on learning encourage discussion among students and instructor as a means of promoting conceptual change.
- Thus, conceptual change is no longer viewed as being influenced solely by cognitive factors.
- Affective, social, and contextual factors also contribute to conceptual change.
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- Katz saw conceptual skills as being the ability to see the significant elements in any situation.
- Conceptual skills are probably some of the most important management skills.
- There are some very basic principles behind conceptual skills.
- At the top management level, conceptual and design abilities are especially valuable
- Conceptual skills are probably some of the most important management skills.