An Overview of Conceptual Change Theories.
An Overview of Conceptual Change Theories.
复制标题
概念变革理论概述。
DOI：
10.12973/ejmste/75414
复制
发表时间：
2007
影响因子：
--
通讯作者：
Douglas B. Clark
中科院分区：
文献类型：
--
作者：
G. Ozdemir;Douglas B. Clark
概念变化研究者在两个突出的问题上取得了重大进展
Conceptual change researchers have made significant progress on two prominent but
competing theoretical perspectives regarding knowledge structure coherence. These
perspectives can be broadly characterized as (1) knowledge-as-theory perspectives and (2)
knowledge-as-elements perspectives. These perspectives can be briefly summarized in
terms of the following questions. Is a student’s knowledge most accurately represented as
a coherent unified framework of theory-like character (e.g., Carey, 1999; Chi, 2005;
Ioannides & Vosniadou, 2002; Wellman & Gelman, 1992)? Or is a student’s knowledge
more aptly considered as an ecology of quasi-independent elements (e.g., Clark, 2006;
diSessa, Gillespie, & Esterly, 2004; Harrison, Grayson, & Treagust, 1999; Linn, Eylon, &
Davis, 2004)? In this review, we clarify these two theoretical perspectives and discuss the
educational implications of each. This debate is important because these perspectives
implicate radically different pathways for curricular design to help students reorganize
their understandings. Historically, the research literature has predominantly supported
knowledge-as-theory perspectives. After outlining both perspectives, this paper discusses
arguments and educational implications that potentially favor the adoption of knowledgeas-
elements perspectives