1. Oxford Brookes University EdD Colloquium 27th June 2015
Emerging Conceptual Frameworks: Learning, Change and Impact on the Doctoral Journey Adrian Twissell
Oxford Brookes University
EdD Colloquium
27th June 2015

2. Abstract
Abstract This paper presents an overview of the events leading to conceptual change and impact on the development of one doctoral student’s thesis which explores the conceptual understanding of learners in electronics education. The approach to and results from a small scale study completed as a part of the doctoral journey are used to demonstrate the researcher’s initial conceptual framework and how this evolved alongside data collection and literature review. First an overview of the key literature related to the initial framework is explained in relation to the research aims. The paper then presents the small scale study and its key findings, which leads to considerations of the impact of the study and the step changes implemented by the researcher in his thesis. The notions of troublesome knowledge and conceptual thresholds are used as lenses through which to explore events and decisions which are considered, through a transformative process, to support learning. Finally a revised conceptual framework outlines the researcher’s emergent approach to data collection and analysis and compares this with the doctoral journey’s point of departure. Key Words: conceptual change, conceptual framework, threshold concepts, doctoral journey, learning

3. Overview Conceptual frameworks (Miles & Huberman, 1994)
An initial conceptual framework
Feasibility study: a glimpse at cognitive behaviour
Evaluation of initial framework
Threshold concepts: influence and change on the EdD journey
Revised conceptual framework
Change & Impact
Conclusion: Transformation & Learning
Drawing on the idea of conceptual frameworks as described by Miles & Huberman (1994)

4. Conceptual Frameworks
‘Intellectual bins’ contain key events & behaviours
Conceptual frameworks represent & explain:
key factors (Representation use, Cognitive mechanisms)
constructs (Conceptual understanding)
and variables (Learner differentiation)
(Miles & Huberman, 1994: 18)
Drawing on the idea of conceptual frameworks as described by Miles & Huberman (1994)

5. Initial Conceptual Framework
Dual Coding
Theory
(Paivio, 1986)
Observation
Personal Perspectives
Visualisation as Dual Coding Process
Hypothesis Testing
Experimentation/Enhanced Focus
Practical Experience
Metaphor
Learning?
Adapted from Miles & Huberman (1994, 21)

6. Feasibility Study Feasibility study: Outcomes Fixed design: linear
Findings
Practical application supports thinking
Specific electronics metaphors/foundation metaphors support thinking
Test
Interview
Findings

7. Feasibility Study: network map
Representational Connections
Verbal
Nonverbal
Technical Terms
Stimuli linked with components or their operation
Some use of specific/foundation metaphor
Verbal referents
Preferred response method
Circuit function
Specific verbs describe function
Practical action
‘pressing’, ‘pushing’
Conceptual
Analogue, digital
Familiar products
‘greenhouse control’
Representational Connections as a Cognitive Mechanism (Paivio, 1986)
Positive: Clear identification of external verbal & nonverbal referents-useful for designing learning materials
Negative: doesn’t tell us much about learning processes
Representational connections network map adapted from Thomas (2009)

8. Evaluation of Initial Framework
How does practical experience support learning in this context?
How does specific metaphor develop?
How is foundation metaphor assimilated?
Dual Coding role unclear
Notion of wider conceptualisation arises
National Foundation for Educational Research

9. Threshold Concepts Threshold Concepts (Meyer and Land, 2003)
Actions/events leading to development
Development of specific knowledge and/or researcher identity
Leads to transformation of learning/identity
Troublesome knowledge
Conceptual Threshold Crossing (Wisker, et al., 2010)
Specific to doctoral study
Leads to conceptual change
Meyer and Land (2003) refer to threshold concepts, which describe the actions and or events necessary for the development of understanding
As previously described (Thompson & Twissell, 2014) the thresholds can become symbolic for individuals, as they attach their own meaning to actions/events
Conceptual threshold crossing refers to those events specific to the doctoral journey (Wisker, et al. (2010)
Interesting point-how do you know and you don’t necessarily know when a threshold has been crossed. Knowing that I had crossed didn’t emerge until I reflected on the events for a written piece as a part of the EdD.

10. Troublesome knowledge / Crossing thresholds
Method
Range of literature available
Theoretical understanding
Literature review
Consolidation of reading
Range of methodologies available
Methodological understanding
Peer review of research plans & proposals
Feasibility Study
Learning mechanisms
Understanding of cognitive processes
Co-authorship of learning journey paper

11. Emerging Conceptual Framework
Levels of Understanding
Conceptions of Knowledge
Curriculum
Metaphor
Dual Coding
Visualisation ↓
Representation Use/Conceptual Understanding
Interpretative Cross-Comparative Case Study
Uni Regulations
Ethics
Interview
Methodology
Constant Comparison
Conceptual Understanding
Learning
Style
Rep Use
Other Subjects
Learning History
Practical Experience

12. Change Thresholds used to inform the current research:
More broadly informed starting points
Iterative process of data gathering and analysis
Methodology clearly focused on the case-what’s in and what’s out of the study
Clear methodology, method & analytical framework
Constructivist learning focused around individuals (Bruner, 1977)

13. Conclusion: Transformation & Impact
Need to embrace transformation process (Bruner, 1977)
New knowledge/transformation/evaluation
Conceptual change is emergent – integration with existing knowledge (Chen, et al., 2013)
Transformation achieved through iterative process of research, literature review and peer review
Troublesome knowledge identified & reflected upon
Learning linked with conceptual change and crossed thresholds identified
Difference identified:
threshold concepts (Meyer & Land, 2003)
Conceptual threshold crossing (Wisker, et al., 2010)

14. References
Bruner, J. (1977) The Process of Education, Cambridge, Massachusetts: Harvard University Press. Chen, U. L., Pan, P. R., Sung, Y. T. and Chang, K. E. (2013) Correcting Misconceptions on Electronics: Effects of a simulation based learning environment backed by a conceptual change model, Educational Technology and Society, 16 (2), pp Meyer, J. H. F. and Land, R. (2003) Threshold Concepts and Troublesome Knowledge: linkages to ways of thinking and practising within the disciplines. In Rust, C. Improving Student Learning – Ten Years On, OCSLD, Oxford. Miles, M. B. and Huberman, M. A. (1994) Qualitative Data Analysis (2nd ed), London: Sage. Paivio, A. (1986) Mental Representations: A Dual Coding Approach, New York: Oxford University Press. Thomas, G. (2009) How to do Your Research Project, London: Sage. Wisker, G., Morris, C., Cheng, M., Warnes, M., Trafford, V., Robinson, G. and Lilly, J. (2010) Doctoral Learning Journeys: Final Report, Higher Education Academy National Teaching Fellowship Scheme Project, University of Brighton and Anglia Ruskin University.