Conceptual Resources for Learning Science: Issues of Transience and Grain-Size in Cognition and Cognitive Structure

Autor/in	Taber, Keith S.
Titel	Conceptual Resources for Learning Science: Issues of Transience and Grain-Size in Cognition and Cognitive Structure
Quelle	In: International Journal of Science Education, 30 (2008) 8, S.1027-1053 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Cognitive Structures; Misconceptions; Models; Cognitive Processes; Learning; Teaching Methods; Physics; Chemistry; Foreign Countries; Memory; Sweden + Suchen Sie Ihr Suchwort? Cognitive structure; Kognitive Struktur; Missverständnis; Analogiemodell; Cognitive process; Kognitiver Prozess; Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Physik; Chemie; Ausland; Gedächtnis; Schweden
Abstract	Many studies into learners' ideas in science have reported that aspects of learners' thinking can be represented in terms of entities described in such terms as alternative conceptions or conceptual frameworks, which are considered to describe relatively stable aspects of conceptual knowledge that are represented in the learner's memory and accessed in certain contexts. Other researchers have suggested that learners' ideas elicited in research are often better understood as labile constructions formed in response to probes and generated from more elementary conceptual resources (e.g. phenomenological primitives or "p-prims"). This "knowledge-in-pieces perspective" (largely developed from studies of student thinking about physics topics), and the "alternative conceptions perspective," suggests different pedagogic approaches. The present paper discusses issues raised by this area of work. Firstly, a model of cognition is considered within which the "knowledge-in-pieces" and "alternative conceptions" perspectives co-exist. Secondly, this model is explored in terms of whether such a synthesis could offer fruitful insights by considering some candidate p-prims from chemistry education. Finally, areas for developing testable predictions are outlined, to show how such a model can be a "refutable variant" of a progressive research programme in learning science. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10