Conceptual Change from the Framework Theory Side of the Fence

Autor/inn/en	Vosniadou, Stella; Skopeliti, Irini
Titel	Conceptual Change from the Framework Theory Side of the Fence
Quelle	In: Science & Education, 23 (2014) 7, S.1427-1445 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-013-9640-3
Schlagwörter	Concept Formation; Physics; Theories; Children; Scientific Concepts; Learning; Epistemology + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Physik; Theory; Theorie; Child; Kind; Kinder; Lernen; Erkenntnistheorie
Abstract	We describe the main principles of the framework theory approach to conceptual change and briefly report on the results of a text comprehension study that investigated some of the hypotheses that derive from it. We claim that children construct a naive physics which is based on observation in the context of lay culture and which forms a relatively coherent conceptual system--i.e., a framework theory--that can be used as a basis for explanation and prediction of everyday phenomena. Learning science requires fundamental ontological, epistemological, and representational changes in naive physics. These conceptual changes take a long time to be achieved, giving rise to fragmentation and synthetic conceptions. We also argue that both fragmentation and synthetic conceptions can be explained to result from learners' attempts assimilate scientific information into their existing but incompatible naive physics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10