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Concept based instruction - Coggle Diagram
Concept based instruction
Research purposes
Effectiveness as intervention (Kissling & Muthusamy, 2022; Tsai, 2020; Ng, 2020; Harun, et al., 2019; Walter & van Compernolle, 2017; Takimoto, 2021)
Pre and post test (delayed post-test)
Correct/wrong answers (grammatical/ungrammatical answers)
Outcomes
Quantitative / mixed method research
Development of higher-order thinking (Liu & Hsieh, 2020; Claire & Ord, 2019; van Compernolle & Kinginger, 2013)
Dynamic assessment / responsive mediation
Transformation and development through interaction with experts
No right/wrong answer but a justification for a choice based on concepts
Microgenetic development / ZPD
Learning process and developmental moments
Spiral development
Qualitative research
Implementation
Mediational language
Students' L1 in CBI to avoid students' struggles (Liu & Hsieh 2020; Claire & Ord, 2019)
Procedures to CBI development (McCoy & Ketterlin-Geller, 2004; Nicholas, 2015)
CBI stages
Students' self-development of concepts without oriented and materialized concepts by experts (Nicholas, 2015)
Concepts are introduced with examples to the students without accurate explanations (Myrset, 2022)
CBI stages (orientation, materialization, verbalization) are not described (Fehrmann, 2016)
Students might not have enough time for intake of concepts such as verbalization as they report that the animation images changed quickly (Takimoto, 2021)
Experts' SCOBAs were not given to students, but students were asked to create their own SCOBAs as a way to check their understanding of the concept (Qin et al., 2023)
Researchers' stance
Observer without intervention (Harun et al., 2017)
Co-constructor as a partner (Liu & Hsieh, 2020; Claire & Ord, 2019; van Compernolle & Kinginger, 2013)
Growth points by challenging students' justification of choices
Re-orienting students' attention to concepts
Further assistance for confusions of concepts
Systematic and accurate concepts instead of rules of thumb
Students' resistance to using SCOBA to use rules of thumb (Kissling & Muthusamy, 2022; Liu & Hsieh, 2020; Claire & Ord, 2019)