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The relation of representational competence and conceptual knowledge in female and male undergraduates
Background Representational competence is commonly considered a prerequisite for the acquisition of conceptual knowledge, yet little exploration has been undertaken into the relation between these two constructs. Using an assessment instrument of representational competence with vector fields that f...
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| Published in: | International Journal of STEM Education 2023-12, Vol.10 (1), p.44-44, Article 44 |
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| container_end_page | 44 |
| container_issue | 1 |
| container_start_page | 44 |
| container_title | International Journal of STEM Education |
| container_volume | 10 |
| creator | Edelsbrunner, Peter A. Malone, Sarah Hofer, Sarah I. Küchemann, Stefan Kuhn, Jochen Schmid, Roman Altmeyer, Kristin Brünken, Roland Lichtenberger, Andreas |
| description | Background
Representational competence is commonly considered a prerequisite for the acquisition of conceptual knowledge, yet little exploration has been undertaken into the relation between these two constructs. Using an assessment instrument of representational competence with vector fields that functions without confounding topical context, we examined its relation with
N
= 515 undergraduates’ conceptual knowledge about electromagnetism.
Results
Applying latent variable modeling, we found that students’ representational competence and conceptual knowledge are related yet clearly distinguishable constructs (manifest correlation:
r
= .54; latent correlation:
r
= .71). The relation was weaker for female than for male students, which could not be explained by measurement differences between the two groups. There were several students with high representational competence and low conceptual knowledge, but only few students with low representational competence and high conceptual knowledge.
Conclusions
These results support the assumption that representational competence is a prerequisite, yet insufficient condition for the acquisition of conceptual knowledge. We provide suggestions for supporting learners in building representational competence, and particularly female learners in utilizing their representational competence to build conceptual knowledge. |
| doi_str_mv | 10.1186/s40594-023-00435-6 |
| format | article |
| fullrecord | <record><control><sourceid>proquest_doaj_</sourceid><recordid>TN_cdi_doaj_primary_oai_doaj_org_article_41cca732b244430b84277f6d43a512d8</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1381753</ericid><doaj_id>oai_doaj_org_article_41cca732b244430b84277f6d43a512d8</doaj_id><sourcerecordid>2828063339</sourcerecordid><originalsourceid>FETCH-LOGICAL-c636t-d1314b44ee3fcc8274eea4e58962989166c27d9ec1fddcba49849e9f5db58cd43</originalsourceid><addsrcrecordid>eNp9Uk1v1TAQjBCIVqV_AAkUiQuXgL_ijxNCVQtFlbiUs-XY6zSPxA52AuLf130pj5YDJ493Zsfr1VTVS4zeYSz5-8xQq1iDCG0QYrRt-JPqmGDFGyEJefoAH1WnOe8QQpgyipl4Xh1RQTlWRBxX_voG6gSjWYYY6ugLnhNkCMu-YsbaxmmGBYKF2gRXrgXNy1qY7yH-GsH1UA-h9jCZcZPswRocpD4Zt5oF8ovqmTdjhtP786T6dnF-ffa5ufr66fLs41VjOeVL43AZsGMMgHprJREFGQatVJwoqTDnlginwGLvnO0MU5IpUL51XSutY_Skutx8XTQ7PadhMum3jmbQ-0JMvTZpGewImmFrjaCkI4wxijrJiBCeFxPTYuJk8fqwec1rN4GzZSfJjI9MHzNhuNF9_KkxIrJFBBeHt_cOKf5YIS96GrKFcTQB4po1kRQRgjhHRfrmH-kurqns_05FJOKUUlVUZFPZFHNO4A_TYKTvYqG3WOgSC72Pheal6fXDfxxa_oSgCF5tAkiDPdDnXzCVWLS08HTjc-FCD-nvbP959hZTeM1p</addsrcrecordid><sourcetype>Open Website</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2828063339</pqid></control><display><type>article</type><title>The relation of representational competence and conceptual knowledge in female and male undergraduates</title><source>Publicly Available Content Database (Proquest) (PQ_SDU_P3)</source><source>Springer Nature - SpringerLink Journals - Fully Open Access</source><source>ERIC</source><source>ProQuest Social Science Premium Collection</source><source>Education Collection</source><creator>Edelsbrunner, Peter A. ; Malone, Sarah ; Hofer, Sarah I. ; Küchemann, Stefan ; Kuhn, Jochen ; Schmid, Roman ; Altmeyer, Kristin ; Brünken, Roland ; Lichtenberger, Andreas</creator><creatorcontrib>Edelsbrunner, Peter A. ; Malone, Sarah ; Hofer, Sarah I. ; Küchemann, Stefan ; Kuhn, Jochen ; Schmid, Roman ; Altmeyer, Kristin ; Brünken, Roland ; Lichtenberger, Andreas</creatorcontrib><description>Background
Representational competence is commonly considered a prerequisite for the acquisition of conceptual knowledge, yet little exploration has been undertaken into the relation between these two constructs. Using an assessment instrument of representational competence with vector fields that functions without confounding topical context, we examined its relation with
N
= 515 undergraduates’ conceptual knowledge about electromagnetism.
Results
Applying latent variable modeling, we found that students’ representational competence and conceptual knowledge are related yet clearly distinguishable constructs (manifest correlation:
r
= .54; latent correlation:
r
= .71). The relation was weaker for female than for male students, which could not be explained by measurement differences between the two groups. There were several students with high representational competence and low conceptual knowledge, but only few students with low representational competence and high conceptual knowledge.
Conclusions
These results support the assumption that representational competence is a prerequisite, yet insufficient condition for the acquisition of conceptual knowledge. We provide suggestions for supporting learners in building representational competence, and particularly female learners in utilizing their representational competence to build conceptual knowledge.</description><identifier>ISSN: 2196-7822</identifier><identifier>EISSN: 2196-7822</identifier><identifier>DOI: 10.1186/s40594-023-00435-6</identifier><identifier>PMID: 37361927</identifier><language>eng</language><publisher>Cham: Springer International Publishing</publisher><subject>College students ; Competence ; Conceptual understanding ; Disproportionate Representation ; Education ; Educational Technology ; Electromagnetism ; Females ; Fields (mathematics) ; Gender ; Gender Differences ; Knowledge ; Knowledge Level ; Latent variable modeling ; Magnets ; Males ; Mathematics Education ; Multiple external representations ; Prerequisites ; Representational competence ; Science Education ; Scientific Concepts ; STEM education ; Students ; Undergraduate Students</subject><ispartof>International Journal of STEM Education, 2023-12, Vol.10 (1), p.44-44, Article 44</ispartof><rights>The Author(s) 2023</rights><rights>The Author(s) 2023.</rights><rights>The Author(s) 2023. This work is published under http://creativecommons.org/licenses/by/4.0/ (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c636t-d1314b44ee3fcc8274eea4e58962989166c27d9ec1fddcba49849e9f5db58cd43</citedby><cites>FETCH-LOGICAL-c636t-d1314b44ee3fcc8274eea4e58962989166c27d9ec1fddcba49849e9f5db58cd43</cites><orcidid>0000-0001-9102-1090</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.proquest.com/docview/2828063339/fulltextPDF?pq-origsite=primo$$EPDF$$P50$$Gproquest$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.proquest.com/docview/2828063339?pq-origsite=primo$$EHTML$$P50$$Gproquest$$Hfree_for_read</linktohtml><link.rule.ids>230,314,776,780,881,21357,21373,25731,27901,27902,33588,33589,33854,33855,36989,36990,43709,43856,44566,73964,74140,74869</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1381753$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/37361927$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Edelsbrunner, Peter A.</creatorcontrib><creatorcontrib>Malone, Sarah</creatorcontrib><creatorcontrib>Hofer, Sarah I.</creatorcontrib><creatorcontrib>Küchemann, Stefan</creatorcontrib><creatorcontrib>Kuhn, Jochen</creatorcontrib><creatorcontrib>Schmid, Roman</creatorcontrib><creatorcontrib>Altmeyer, Kristin</creatorcontrib><creatorcontrib>Brünken, Roland</creatorcontrib><creatorcontrib>Lichtenberger, Andreas</creatorcontrib><title>The relation of representational competence and conceptual knowledge in female and male undergraduates</title><title>International Journal of STEM Education</title><addtitle>IJ STEM Ed</addtitle><addtitle>Int J STEM Educ</addtitle><description>Background
Representational competence is commonly considered a prerequisite for the acquisition of conceptual knowledge, yet little exploration has been undertaken into the relation between these two constructs. Using an assessment instrument of representational competence with vector fields that functions without confounding topical context, we examined its relation with
N
= 515 undergraduates’ conceptual knowledge about electromagnetism.
Results
Applying latent variable modeling, we found that students’ representational competence and conceptual knowledge are related yet clearly distinguishable constructs (manifest correlation:
r
= .54; latent correlation:
r
= .71). The relation was weaker for female than for male students, which could not be explained by measurement differences between the two groups. There were several students with high representational competence and low conceptual knowledge, but only few students with low representational competence and high conceptual knowledge.
Conclusions
These results support the assumption that representational competence is a prerequisite, yet insufficient condition for the acquisition of conceptual knowledge. We provide suggestions for supporting learners in building representational competence, and particularly female learners in utilizing their representational competence to build conceptual knowledge.</description><subject>College students</subject><subject>Competence</subject><subject>Conceptual understanding</subject><subject>Disproportionate Representation</subject><subject>Education</subject><subject>Educational Technology</subject><subject>Electromagnetism</subject><subject>Females</subject><subject>Fields (mathematics)</subject><subject>Gender</subject><subject>Gender Differences</subject><subject>Knowledge</subject><subject>Knowledge Level</subject><subject>Latent variable modeling</subject><subject>Magnets</subject><subject>Males</subject><subject>Mathematics Education</subject><subject>Multiple external representations</subject><subject>Prerequisites</subject><subject>Representational competence</subject><subject>Science Education</subject><subject>Scientific Concepts</subject><subject>STEM education</subject><subject>Students</subject><subject>Undergraduate 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relation of representational competence and conceptual knowledge in female and male undergraduates</title><author>Edelsbrunner, Peter A. ; Malone, Sarah ; Hofer, Sarah I. ; Küchemann, Stefan ; Kuhn, Jochen ; Schmid, Roman ; Altmeyer, Kristin ; Brünken, Roland ; Lichtenberger, Andreas</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c636t-d1314b44ee3fcc8274eea4e58962989166c27d9ec1fddcba49849e9f5db58cd43</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2023</creationdate><topic>College students</topic><topic>Competence</topic><topic>Conceptual understanding</topic><topic>Disproportionate Representation</topic><topic>Education</topic><topic>Educational Technology</topic><topic>Electromagnetism</topic><topic>Females</topic><topic>Fields (mathematics)</topic><topic>Gender</topic><topic>Gender Differences</topic><topic>Knowledge</topic><topic>Knowledge Level</topic><topic>Latent variable 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(PQ_SDU_P3)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>Engineering collection</collection><collection>Environmental Science Collection</collection><collection>ProQuest Central Basic</collection><collection>MEDLINE - Academic</collection><collection>PubMed Central (Full Participant titles)</collection><collection>DOAJ Directory of Open Access Journals</collection><jtitle>International Journal of STEM Education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Edelsbrunner, Peter A.</au><au>Malone, Sarah</au><au>Hofer, Sarah I.</au><au>Küchemann, Stefan</au><au>Kuhn, Jochen</au><au>Schmid, Roman</au><au>Altmeyer, Kristin</au><au>Brünken, Roland</au><au>Lichtenberger, Andreas</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1381753</ericid><atitle>The relation of representational competence and conceptual knowledge in female and male undergraduates</atitle><jtitle>International Journal of STEM Education</jtitle><stitle>IJ STEM Ed</stitle><addtitle>Int J STEM Educ</addtitle><date>2023-12-01</date><risdate>2023</risdate><volume>10</volume><issue>1</issue><spage>44</spage><epage>44</epage><pages>44-44</pages><artnum>44</artnum><issn>2196-7822</issn><eissn>2196-7822</eissn><abstract>Background
Representational competence is commonly considered a prerequisite for the acquisition of conceptual knowledge, yet little exploration has been undertaken into the relation between these two constructs. Using an assessment instrument of representational competence with vector fields that functions without confounding topical context, we examined its relation with
N
= 515 undergraduates’ conceptual knowledge about electromagnetism.
Results
Applying latent variable modeling, we found that students’ representational competence and conceptual knowledge are related yet clearly distinguishable constructs (manifest correlation:
r
= .54; latent correlation:
r
= .71). The relation was weaker for female than for male students, which could not be explained by measurement differences between the two groups. There were several students with high representational competence and low conceptual knowledge, but only few students with low representational competence and high conceptual knowledge.
Conclusions
These results support the assumption that representational competence is a prerequisite, yet insufficient condition for the acquisition of conceptual knowledge. We provide suggestions for supporting learners in building representational competence, and particularly female learners in utilizing their representational competence to build conceptual knowledge.</abstract><cop>Cham</cop><pub>Springer International Publishing</pub><pmid>37361927</pmid><doi>10.1186/s40594-023-00435-6</doi><tpages>19</tpages><orcidid>https://orcid.org/0000-0001-9102-1090</orcidid><oa>free_for_read</oa></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 2196-7822 |
| ispartof | International Journal of STEM Education, 2023-12, Vol.10 (1), p.44-44, Article 44 |
| issn | 2196-7822 2196-7822 |
| language | eng |
| recordid | cdi_doaj_primary_oai_doaj_org_article_41cca732b244430b84277f6d43a512d8 |
| source | Publicly Available Content Database (Proquest) (PQ_SDU_P3); Springer Nature - SpringerLink Journals - Fully Open Access; ERIC; ProQuest Social Science Premium Collection; Education Collection |
| subjects | College students Competence Conceptual understanding Disproportionate Representation Education Educational Technology Electromagnetism Females Fields (mathematics) Gender Gender Differences Knowledge Knowledge Level Latent variable modeling Magnets Males Mathematics Education Multiple external representations Prerequisites Representational competence Science Education Scientific Concepts STEM education Students Undergraduate Students |
| title | The relation of representational competence and conceptual knowledge in female and male undergraduates |
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