Conceptual change: Difference between revisions
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{{quotation|Conceptual change is not only relevant to teaching in the content areas, but it is also applicable to the professional development of teachers and administrators. For example, as constructivist approaches to teaching gain popularity, the role of the teacher changes. Teachers must learn different instructional strategies, but they must also reconceptualize or change their conception about the meaning of teaching.}} ([http://projects.coe.uga.edu/epltt/index.php?title=Conceptual_Change#Conceptual_Change_in_Education Joan Davis, Conceptual Change in education]) | {{quotation|Conceptual change is not only relevant to teaching in the content areas, but it is also applicable to the professional development of teachers and administrators. For example, as constructivist approaches to teaching gain popularity, the role of the teacher changes. Teachers must learn different instructional strategies, but they must also reconceptualize or change their conception about the meaning of teaching.}} ([http://projects.coe.uga.edu/epltt/index.php?title=Conceptual_Change#Conceptual_Change_in_Education Joan Davis, Conceptual Change in education]) | ||
== Conceptual change in | == Conceptual change in teaching 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) | ||
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{{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]) | {{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]] and [[concept learning]] | ||
== References == | == References == | ||
Revision as of 18:01, 21 March 2009
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 2001)”
“Conceptual change is not only relevant to teaching in the content areas, but it is also applicable to the professional development of teachers and administrators. For example, as constructivist approaches to teaching gain popularity, the role of the teacher changes. Teachers must learn different instructional strategies, but they must also reconceptualize or change their conception about the meaning of teaching.” (Joan Davis, Conceptual Change in education)
Conceptual change in teaching 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)
“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.” (Joan Davis, Conceptual Change in education)
See also: What links here and concept learning
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)