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Conceptual integration analysis of multiple ...

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Conceptual integration analysis of multiple instructional metaphors

Name:Personal
Johnson, Robert Role :Text(marcrelator)
creator

Name:Personal
Cochran, Kathryn Role :Text(marcrelator)
thesis advisor

Name:Personal
McDevitt, Teresa Role :Text
committee member

Name:Personal
Pugh, Kevin Role :Text
committee member

Name:Personal
Whinery, Barbara Role :Text
committee member

Name:Corporate
Educational Psychology Role :Text(marcrelator)
sponsor

Name:Corporate
University of Northern Colorado Role :Text(marcrelator)
degree grantor

typeOfResource
text genre(marcgt)
Thesis
Origin Information Place

University of Northern Colorado (keyDate="yes")
2009-08 Place :Text
Greeley (Colo.)
2009-08

Language :Text
English

Physical Description
241 pages
born digital

abstract
The present study was conducted to investigate some of the practical implications of conceptual integration theory for educators. This research was a mixed-methods study exploring how improvements in understanding--learning--(as measured by a selected-response assessment) are reflected in changes in learner language (described in terms of conceptual integration patterns). After a pretest with open-response and selected-response prompts, two groups of young adult participants viewed different videos of a slightly different review lesson in genes, genetics, and heredity, the difference lying in two different metaphor conditions: the experimental group was shown a more "metaphor-rich" version of the lesson using two classic metaphors about the topic. Both groups then took somewhat elaborated posttests to provide data as to what kinds of conceptual integration processes may have been in use by the participants as they processed, learned, and communicated their understanding of the instructional content. Results were compared to determine if the instructional metaphors bore on patterns of learning and understanding as described by the conceptual integration model. The different metaphor conditions were not shown to have been significantly different in their respective effects on participant learning; however, the broad gains across all pre-post quantitative results suggested real learning among the participants. This learning--or at least the participants' communication about the content domain--was indeed reflected in changes identified by a conceptual integration analysis of the qualitative data. The researcher concluded not only that the conceptual integration model could be used as a guide to improve teaching practices; if the conceptual integration model could account more robustly or subtly for cognitive elements of teaching and learning, it also could be used to refine the language used in the creation and interpretation of assessments, leading to improved validity and reliability at any level of assessment, from teacher-developed classroom assessments to large-scale standardized assessments. note
Related Item :series

Related Item :thesis(displayLabel="Degree Type")
doctoral

Related Item :thesis(displayLabel="Degree Name")
Ph.D.

identifier:Local
Johnson_unco_0161N_10012.pdf
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http://hdl.handle.net/10176/cogru:111

accessCondition:useAndReproduction
Copyright is held by the author.
Record Information languageOfCataloging :Text(ISO639-2B)
English :Code(ISO639-2B)
eng

note:admin
 note:bibliography
 note:thesis(displayLabel="Degree Type")
PhD note:thesis(displayLabel="Degree Name")
doctoral
Subject

Subject

Subject Name:Personal

Subject Name:Corporate

Subject

accessCondition:restrictionOnAccess
Title Information:Alternative


Subject
Linguistics

Subject
Cognitive Psychology

Subject
Education