Work in progress: Does motivation matter for conceptual change? exploring the implications of “hot cognition” on conceptual learning

Abstract

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.