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- Title
Students' Conceptions as Dynamically Emergent Structures.
- Authors
Brown, David
- Abstract
There is wide consensus that learning in science must be considered a process of conceptual change rather than simply information accrual. There are three perspectives on students' conceptions and conceptual change in science that have significant presence in the science education literature: students' ideas as misconceptions, as coherent systems of conceptual elements, and as fragmented knowledge elements. If misconceptions, systems of elements, or fragments are viewed implicitly as 'regular things', these perspectives are in opposition. However, from a complex dynamic systems perspective, in which students' conceptions are viewed as dynamically emergent structures, the oppositions are lessened, and the integrated view has significant implications for theory and practice.
- Subjects
SCIENCE education; LEARNING; COMMON misconceptions; COMPREHENSION; COGNITION; COGNITIVE psychology; PHILOSOPHY of science; THEORY of knowledge
- Publication
Science & Education, 2014, Vol 23, Issue 7, p1463
- ISSN
0926-7220
- Publication type
Article
- DOI
10.1007/s11191-013-9655-9