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    An overview of conceptual change theories
    (Modestum LTD, 2007) Özdemir G.; Clark D.B.
    Conceptual change researchers have made significant progress on two prominent but competing theoretical perspectives regarding knowledge structure coherence. These perspectives can be broadly characterized as (1) knowledge-as-theory perspectives and (2) knowledge-as-elements perspectives. These perspectives can be briefly summarized in terms of the following questions. Is a student's knowledge most accurately represented as a coherent unified framework of theory-like character (e.g., Carey, 1999; Chi, 2005; Ioannides & Vosniadou, 2002; Wellman & Gelman, 1992)? Or is a student's knowledge more aptly considered as an ecology of quasi-independent elements (e.g., Clark, 2006; diSessa, Gillespie, & Esterly, 2004; Harrison, Grayson, & Treagust, 1999; Linn, Eylon, & Davis, 2004)? In this review, we clarify these two theoretical perspectives and discuss the educational implications of each. This debate is important because these perspectives implicate radically different pathways for curricular design to help students reorganize their understandings. Historically, the research literature has predominantly supported knowledge-as-theory perspectives. After outlining both perspectives, this paper discusses arguments and educational implications that potentially favor the adoption of knowledge-as-elements perspectives. Copyright © 2007 by Moment.
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    The Relationship Between Demographic Variables and Scientific Creativity: Mediating and Moderating Roles of Scientific Process Skills
    (Springer Netherlands, 2018) Dikici A.; Özdemir G.; Clark D.B.
    The purpose of this study is to explore the strength of relationships between 7th, 8th, and 9th grade students’ scientific process skills and scientific creativity through structural equation modeling (SEM). For this purpose, data were collected from 353 students in grades 7–9 in Turkey. Scientific Process Skills and Scientific Creativity survey instruments were used as data collection tools. Three models were tested interrelating scientific process skills, scientific creativity, and the demographic variables of grade, age, and gender. In model 1, the demographic variables predicted scientific creativity both directly and indirectly through scientific process skills. In model 2, the demographic variables and scientific process skills predicted scientific creativity directly. In model 3, the demographic variables predicted scientific creativity indirectly through scientific process skills. Results indicated that the relationship between scientific process skills and scientific creativity was significant for all three models. Of the three models, model 2 represented the worst fit to the data, and model 1 represented the best fit with the data. In model 1, grade and gender effects on scientific process skills were significant in favor of the 9th graders and female students. In model 2, gender effect was significant on scientific creativity in favor of female students. The direct effect of scientific process skills was also significant on scientific creativity. Results of model 3 for gender and grade level effects on scientific process skills were similar to those of model 1. Results indicated that while scientific process skills mediated the relationship between gender and scientific creativity, scientific process skills moderated the relationship between age and scientific creativity and the relationship between grade level and scientific creativity. Classroom implications are discussed. © 2018, Springer Nature B.V.