Students' Conceptions as Dynamically Emergent Structures

Autor/in	Brown, David E.
Titel	Students' Conceptions as Dynamically Emergent Structures
Quelle	In: Science & Education, 23 (2014) 7, S.1463-1483 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-013-9655-9
Schlagwörter	Science Instruction; Scientific Concepts; Concept Formation; Misconceptions; Theories; Teaching Methods + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Missverständnis; Theory; Theorie; Teaching method; Lehrmethode; Unterrichtsmethode
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10