Learning in the Discovery Sciences: The History of a "Radical" Conceptual Change, or the Scientific Revolution That Was Not

Autor/in	Roth, Wolff-Michael
Titel	Learning in the Discovery Sciences: The History of a "Radical" Conceptual Change, or the Scientific Revolution That Was Not
Quelle	In: Journal of the Learning Sciences, 23 (2014) 2, S.177-215 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2014.893435
Schlagwörter	Informal Education; Concept Formation; Science Laboratories; Ethnography; Scientists; Data Interpretation; Biology; Vision; Animals; Scientific Research; Foreign Countries; Canada (Victoria) + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Concept learning; Begriffsbildung; Ethnografie; Scientist; Wissenschaftler; Data evaluation; Datenauswertung; Biologie; Animal; Tier; Tiere; Ausland
Abstract	In this study, I provide a microgenetic-historical account of learning in an informal setting: the conceptual change that occurred while a university-based scientific research laboratory investigated the absorption of light in rod-based photoreceptors of coho salmon, which the "dogma" had suggested to be related to the migration between freshwater and saltwater environments. A morphogenetic, catastrophe theoretic model is proposed and used to structure the account of the conceptual change. The data derive from a 5-year video-based ethnographic study of the laboratory and the fish hatcheries that supplied it with hatchery-raised and wild coho at different developmental stages. Because the scientists collected their data over a 2-year period, slowing down the availability of what they would be saying were their complete data, opportunities arose for studying the conceptual change ethnographically. The study reports difficulties scientists encountered interpreting their data--because they (a) took a dogma-related perspective, (b) had to reconstruct and become familiar with the context from which they had abstracted their specimen, (c) required a biologically relevant rather than mathematically plausible explanation, and (d) exhibited aspect blindness that only disappeared as their familiarity increased. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10