Literaturnachweis - Detailanzeige
| Autor/in | Taber, Keith S. |
|---|---|
| Titel | Shifting sands: a case study of conceptual development as competition between alternative conceptions. |
| Quelle | In: International journal of science education, 23 (2001) 7, S. 731-753Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0950-0693 |
| Schlagwörter | Fallstudie; Chemische Bindung; Fallstudie; Vorwissen; Conceptual Change; Chemische Bindung; Alternativkonzept; Konzept; Konzeptentwicklung; Vorwissen |
| Abstract | Conceptual change may be considered as a process of coming to view one theory or model as having more explanatory power than others. Various theorists have described how an individual's understanding of a concept may be multifaceted; how conceptual frameworks develop in a cognitive ecology, and are subject to selection pressures; and how alternative frameworks compete in terms of their explanatory coherence. The present paper applies these ideas to a case study of learning in science. It is argued that conceptual development may be described in terms of a gradual shift in which of several alternative explanatory principles is the learners' preferred choice. The case study illustrates the long-term nature of conceptual change, as a learner comes to see the limitations of one explanatory framework, and the scope for exploring and developing another. |
| Erfasst von | Lehrstuhl Didaktik der Physik, Ludwig-Maximilians-Universität München |
| Update | 2003_(CD) |
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