Using Knowledge Building to Foster Conceptual Change

Autor/inn/en	Lee, Chwee Beng; Chai, Ching Sing; Tsai, Chin-Chung; Hong, Huang-Yao
Titel	Using Knowledge Building to Foster Conceptual Change
Quelle	In: Journal of Education and Training Studies, 4 (2016) 8, S.116-125 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Discourse Analysis; Constructivism (Learning); Concept Formation; Researchers; Teachers; Educational Change; Epistemology; Educational Environment; Instructional Design + Suchen Sie Ihr Suchwort? Diskursanalyse; Concept learning; Begriffsbildung; Researcher; Forscher; Lehrer; Lehrerin; Lehrende; Bildungsreform; Erkenntnistheorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	In recent years, there have been many exchanges of perspectives and debates in the field of conceptual change. Most of the classical views on conceptual change have been criticized, and there have been recent discussions around bridging the cognitive and socio-cultural approaches in the research on conceptual change. On the other hand, researchers and educators in the knowledge building communities have been working towards advancing the frontier of knowledge work and knowledge creation in education in order to cope with the challenges of an emerging knowledge society. In this paper, we examine some of the main principles of knowledge building in relation to fostering conceptual change with reference to specific examples. Specifically, we highlight the foundational goal of knowledge building with respect to conceptual change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01