Work in progress: Does motivation matter for conceptual change? exploring the implications of "hot cognition" on conceptual learning
This Work in Progress paper describes a five-year study where we apply a hot cognition framework to analyze the perspectives, experiences, and practices of faculty and students with regard to conceptual learning. Although this project focuses specifically on thermal sciences, the results are expecte...
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| creator | Matusovich, H. McCord, R. |
| description | This Work in Progress paper describes a five-year study where we apply a hot cognition framework to analyze the perspectives, experiences, and practices of faculty and students with regard to conceptual learning. Although this project focuses specifically on thermal sciences, the results are expected to be generalizable across engineering conceptual domains. The project involves three sequential phases, each guided by research questions and leading to five measurable outcomes that contribute to the understanding of intentionality and conceptual change. |
| doi_str_mv | 10.1109/FIE.2012.6462394 |
| format | Conference Proceeding |
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| identifier | ISSN: 0190-5848 |
| ispartof | 2012 Frontiers in Education Conference Proceedings, 2012, p.1-2 |
| issn | 0190-5848 2377-634X |
| language | eng |
| recordid | cdi_ieee_primary_6462394 |
| source | IEEE Electronic Library (IEL) Conference Proceedings |
| subjects | Cognition conceptual understanding Data collection engagement Engineering students hot cognition intentionality Interviews teaching strategies Thermal engineering |
| title | Work in progress: Does motivation matter for conceptual change? exploring the implications of "hot cognition" on conceptual learning |
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