Research on Mutual Constitution of Context of Discourse and Understanding Concepts in Learning Science

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In this research, we designed a computer application and other tools that support the expansive recontextualization of students for under standing the concepts of Newtonian Physics. In instruction sessions, at the beginning, astronomy will produce an appropriate context in order to recontextualize phenomena of motion and force on the ground. Second, the same phenomena should be shown under the context of the argument concerning spatial models. Finally, the concept of force and motion should be reinter preted under this context.The result shows that it is extremely important to clarify the difference between the context of everyday discourse and that of Newtonian physics. Learning physics is not to abandon the context of everyday but to clarify the contrast between the context of the two kinds of discourse. Further, according to our view, conceptual change should be regarded as processes involved in expansive recontextualization rather than merely the transition from one conceptual structure to another. Further, this research demonstrated that expansive recontextualixzation is mutually organized in the sequence of interaction among participants and tools.