conceptus

Examples of conceptus in the following topics:

• A Revisionist Theory of Conceptual Change: A Holistic View

  • 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.

• Conceptual Thought

  • 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.

• Intellectual Skills of Successful Managers

  • Conceptual skills revolve around generating ideas through creative intuitions and a comprehensive understanding of a given context.
  • As a result, conceptual skills are often viewed as critical success factors for upper managerial functions.
  • Collecting the results of conceptual thinking represent a feedback loop.
  • Conceptual skills are important in empowering managers in all levels of an organization to observe the operations of an organization and frame them conceptually as an aspect of that organization's strategy, objectives, and policies.
  • Conceptual thinking allows for accurate and timely feedback and organizational adaptability.

• Teaching for Conceptual Change

  • Thus, simply presenting a new concept or telling the learners that their views are inaccurate will not result in conceptual change.
  • Teaching for conceptual change requires a constructivist approach in which learners take an active role in reorganizing their knowledge.
  • Cognitive conflict strategies, derived from a Piagetian constructivist view of learning, are effective tools in teaching for conceptual change (Duit, 1999).
  • Cognitive conflict strategies are aligned with Posner et al.' s theory of conceptual change in that their common goal is to create the four conditions necessary for conceptual change.

• Conceptual Change: Definition

  • Heather's story illustrates a learning process called conceptual change.
  • Learning for conceptual change is not merely accumulating new facts or learning a new skill.
  • In conceptual change, an existing conception is fundamentally changed or even replaced, and becomes the conceptual framework that students use to solve problems, explain phenomena, and function in their world.
  • Teaching for conceptual change primarily involves 1) uncovering students' preconceptions about a particular topic or phenomenon and 2) using various techniques to help students change their conceptual framework.
  • Conceptual change is of particular relevance in business and professional communities.

• Conceptual Art

  • Conceptual art also reacted against the commodification of art.
  • As with much of conceptual art, the performance is largely presented through its documentation.  
  • The first wave of the conceptual art movement extended from approximately 1967 to 1978.
  • Contemporary artists have addressed many of the concerns of the conceptual art movement.
  • Relate the development of conceptual art to both formalism and the dematerialization of art.

• Conclusion: Implications for Teaching and Learning

  • 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.

• References

  • .), Cognitive Structure and Conceptual Change (pp. 163-188).
  • 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.
  • A revisionist theory of conceptual change.

• Modeling Ecosystem Dynamics

  • 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

• Reasons for a Conceptual Framework

  • A conceptual framework is a system of ideas and objectives that lead to the creation of a consistent set standards.
  • A conceptual framework can be defined as a system of ideas and objectives that lead to the creation of a consistent set of rules and standards.
  • The main reasons for developing an agreed conceptual framework are that it provides:
  • FASB's Conceptual Framework, a project begun in 1973 to develop a sound theoretical basis for the development of accounting standards in the United States.
  • With a sound conceptual framework in place the FASB is able to issue consistent and useful standards.