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Autor/inn/enHall, Rogers; Jurow, A. Susan
TitelChanging Concepts in Activity: Descriptive and Design Studies of Consequential Learning in Conceptual Practices
QuelleIn: Educational Psychologist, 50 (2015) 3, S.173-189 (17 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0046-1520
DOI10.1080/00461520.2015.1075403
SchlagwörterConcept Formation; Learning Theories; Social Environment; Cultural Context; Context Effect; Case Studies; Comparative Analysis; Workplace Learning; Middle School Students; Mathematics Education; Urban Areas
AbstractConcepts and conceptual change have been studied extensively as phenomena of individual thinking and action, but changing circumstances of social or cultural groups using concepts are treated as external conditions. We describe research on consequential learning in conceptual practices, where concepts include representational infrastructure that coordinates meaning and activity across time, setting, and social participation. Consequential learning changes one's relation to conceptual practice, creating access to and valued possibilities for participation in practices at a broader scale. We illustrate our approach to conceptual change with case studies and design research in workplaces, schools, and urban communities. We compare our approach to previous efforts to bridge theoretical perspectives published in this journal, focusing in particular on Greeno and van de Sande (2007). Our efforts provide new constructs and studies that may yet create a span between cognitive and sociocultural theories of learning and conceptual change. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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