Conceptual change: Difference between revisions
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In educational technology, conceptual change is an issue that occurs at several levels: | |||
* At the system level (see [[change management]] | |||
* At the teacher/informal workplace learner level | |||
* At the student/formal learner level | |||
* ... | |||
== Conceptual change in teachng and learning == | |||
{{quotation|In order to understand the advanced, scientific concepts of the various disciplines, students cannot rely on the simple memorization of facts. They must learn how to restructure their naive, intuitive theories based on everyday experience and lay culture. In other words, they must undergo profound conceptual change. (Vosniadou 2007: Abstract)}} | {{quotation|In order to understand the advanced, scientific concepts of the various disciplines, students cannot rely on the simple memorization of facts. They must learn how to restructure their naive, intuitive theories based on everyday experience and lay culture. In other words, they must undergo profound conceptual change. (Vosniadou 2007: Abstract)}} | ||
Revision as of 16:39, 8 September 2008
In educational technology, conceptual change is an issue that occurs at several levels:
- At the system level (see change management
- At the teacher/informal workplace learner level
- At the student/formal learner level
- ...
Conceptual change in teachng and learning
“In order to understand the advanced, scientific concepts of the various disciplines, students cannot rely on the simple memorization of facts. They must learn how to restructure their naive, intuitive theories based on everyday experience and lay culture. In other words, they must undergo profound conceptual change. (Vosniadou 2007: Abstract)”
See also: What links here.
References
Vosniadou, Stella, (2007). Conceptual Change and Education, Human Development 50, 47-54 (DOI: 10.1159/000097684)