A Socio-Cognitive Model for Adaptive Biology Conceptual Change Instruction

Thesis Abstract

Biology education increasingly requires instructional frameworks that accommodate diverse student conceptions and dynamic learning environments; yet existing models inadequately integrate social interaction with cognitive restructuring during conceptual change in biology. This study develops and evaluates a socio-cognitive model for adaptive biology conceptual change instruction (ABCCI) that synthesizes constructivist and social-cognitive theory to guide adaptive interventions responsive to learners’ evolving conceptions. The aim is to articulate a theoretically grounded framework and empirically test its effectiveness in promoting robust conceptual change about core biological concepts, such as natural selection, cellular respiration, and photosynthesis, among undergraduate biology majors. Specific objectives are (1) to delineate the theoretical components of ABCCI, including attributional beliefs, metacognitive regulation, peer-assisted discourse, and procedural fluency; (2) to operationalize adaptive instruction protocols aligned with the model, incorporating formative assessment loops and targeted conceptual diagnostics; (3) to examine the impact of ABCCI on shifts in scientifically accurate conceptions versus alternative frameworks; (4) to investigate the moderating roles of prior knowledge, epistemic beliefs, and collaborative learning environment on conceptual change; and (5) to identify mechanisms by which social-cognitive processes mediate instructional effectiveness. A mixed-methods design is employed in a two-stage, quasi-experimental study conducted across three mid-sized universities. In Stage 1, a diagnostic instrument assessing core biology misconceptions (n = 420 first-year biology majors) identifies diverse misconception profiles. Stage 2 assigns classes to ABCCI-based instruction (n = 14 sections, approximately 420 students) or standard inquiry-based instruction (n = 14 sections, approximately 420 students) over a 12-week module on fundamental biology concepts. Data collection comprises (i) pre- and post-tests measuring procedural and conceptual understanding using validated instruments and a 30-item concept inventory; (ii) structured observation rubrics and video recordings of classroom discourse to capture social-cognitive engagement and metacognitive self-regulation; (iii) latent variable instruments assessing epistemic beliefs, attributional styles, and motivation; (iv) semi-structured interviews with a purposive sample of 40 students and 12 instructional coaches to triangulate findings. Validity and reliability are established through pilot testing, Cronbach’s alpha above 0.80 for key scales, and inter-rater reliability (? > 0.70) for observational coding. Quantitative analysis employs multilevel modeling to account for nested data (students within classes) and repeated measures, with regression and ANCOVA to test group differences while controlling for prior knowledge. Mediation analyses explore whether changes in metacognition and social cue processing mediate the relationship between instruction type and conceptual outcomes. Qualitative data undergo thematic analysis following a priori and emergent coding schemes to elucidate how ABCCI shapes discourse quality, peer interaction, and self-regulated learning, with cross-case synthesis to identify contextual factors. Expected findings include statistically significant gains in both procedural fluency and conceptual accuracy for ABCCI participants compared with controls, amplified by high-quality peer discourse and metacognitive strategy use. The model predicts that adaptive feedback loops, grounded in Vygotskian sociocultural theory and Bandura’s social-cognitive theory, will strengthen attributional stability toward biologically accurate conceptions and reduce persistence of alternative frameworks. The study also anticipates that prior knowledge and positive epistemic beliefs will strengthen ABCCI effects, while weaker collaborative norms may attenuate them. Theoretically, the research contributes a unified ABCCI framework that operationalizes socio-cognitive processes within adaptive biology instruction, offering measurable determinants of conceptual change and practical guidelines for scalable implementation in undergraduate curricula. Practically, findings will inform professional development for instructors, including strategies for structuring peer discourse, designing diagnostic- feedback cycles, and aligning assessment with adaptive instructional targets. The study concludes that integrating social interaction with metacognitive regulation within an adaptive framework yields durable conceptual change and enhanced scientific reasoning in biology. Recommendations emphasize explicit training in argumentation, collaborative problem-solving, and culturally responsive scaffolding to sustain conceptual development across diverse biology courses.