Literaturnachweis - Detailanzeige
Autor/in | Roth, Wolff-Michael |
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Titel | A Question of Competing Paradigms? |
Quelle | In: Cultural Studies of Science Education, 3 (2008) 2, S.373-385 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1871-1502 |
DOI | 10.1007/s11422-008-9097-x |
Schlagwörter | Stellungnahme; Concept Formation; Discourse Analysis; Learning Theories; Epistemology; Science Education |
Abstract | There are some fundamental--i.e., "essential"--differences between conceptual change theory and a rigorously applied discourse approach to the question of what and how people know. In this rejoinder, I suggest that the differences are paradigmatic because, among others, the units of analysis used and the data constructed are irreconcilably different. I now have abandoned my hopes for a collaborative extension of the two approaches, which I articulated not so long ago. I conclude that as alternative paradigms, conceptual change and discursive approaches will co-exist until one of them dies with its proponents. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |