Conceptual Change in Science: A Process of Argumentation

Autor/in	Zhou, George
Titel	Conceptual Change in Science: A Process of Argumentation
Quelle	In: EURASIA Journal of Mathematics, Science & Technology Education, 6 (2010) 2, S.101-110 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Concept Formation; Cultural Influences; Teaching Methods; Constructivism (Learning); Science Education; Scientists; Scientific Concepts; Models; Persuasive Discourse; Experiments; Epistemology; Science Teachers + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Cultural influence; Kultureinfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Naturwissenschaftliche Bildung; Scientist; Wissenschaftler; Analogiemodell; Persuasion; Persuasive Kommunikation; Erprobung; Erkenntnistheorie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende
Abstract	Learning is a process of knowledge construction, individually and socially. It has both rational and irrational features. From this stance, the paper reviews an earlier model of conceptual change and its related pedagogical interventions for their inadequate attention to the irrational and social dimensions of learning. More recent developments in conceptual change pedagogy advocate the incorporation of motivational constructs and social-cultural factors, but fail to explicitly address some important issues in science education. In order to advance the conceptual change theory, the paper proposes an argument approach to teaching for conceptual change. It embraces what past models or approaches have achieved while simultaneously addressing their shortcomings. (Contains 2 figures.) (As Provided).
Anmerkungen	EURASIA. Gazi Egitim Fakultesi, K Blok 210, Teknikokullar, Ankara, 06500 Turkey. Tel: +90-312-202-8192; Fax: +90-312-222-8483; e-mail: editor.eurasiajournal@gmail.com; Web site: http://www.ejmste.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10