Conceptual change: Difference between revisions
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{{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)}} | ||
{{quotation|Teaching for conceptual change primarily involves 1) uncovering students' preconceptions about a particular topic or phenomenon and 2) using various techniques to help students change their conceptual framework. ([http://projects.coe.uga.edu/epltt/index.php?title=Conceptual_Change#Conceptual_Change_in_Education Joan Davis, Conceptual Change in education]) }} | |||
See also: [[Special:WhatLinksHere/Conceptual_change|What links here]]. | See also: [[Special:WhatLinksHere/Conceptual_change|What links here]]. | ||
Revision as of 16:49, 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 at the workplace
“[...] object-oriented actions are always, explicitly or implicitly, characterized by ambiguity, surprise, interpretation, sense making, and potential for change. (Engeström)”
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)”
“{{{1}}}”
See also: What links here.
References
- Davis, J. (2001). Conceptual Change. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved Sept. 8 2008, from http://projects.coe.uga.edu/epltt/
- Engeström, Y (2001). Expansive Learning at Work: toward an activity theoretical reconceptualization. Journal of Education and Work, Vol. 14, No. 1, 2001 PDF
- Vosniadou, Stella, (2007). Conceptual Change and Education, Human Development 50, 47-54 (DOI: 10.1159/000097684)