Changing our minds: a commentary on ‘Conceptual change: a discussion of theoretical, methodological and practical challenges for science education’.
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| Title: | Changing our minds: a commentary on ‘Conceptual change: a discussion of theoretical, methodological and practical challenges for science education’. |
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| Authors: | Mercer, Neil1 nmm31@cam.ac.uk |
| Source: | Cultural Studies of Science Education. Jul2008, Vol. 3 Issue 2, p351-362. 12p. 1 Chart. |
| Subject Terms: | *Education, *Emotions, *Discourse analysis, Identity (Philosophical concept), Discursive practices, Oral communication |
| Abstract: | This paper begins with a consideration of some important themes dealt with in the paper by Treagust and Duit. These include the relationship between research on conceptual change and educational practice, the significance of emotion and identity in the process of conceptual change, and role of cognitive conflict in motivating change. I then argue that the authors implicitly assert the importance of spoken dialogue as a motor for conceptual change, but do not give it the proper, explicit recognition that it deserves. I first use their own data of transcribed talk to make this point, and then go on to elaborate my case by drawing on other research. Talk amongst students and teacher–student talk are both considered. My conclusion is that while more empirical research is needed to understand how dialogue is involved in conceptual change, available evidence shows very clearly that the role of talk and social interaction is so significant that it cannot be ignored. It is therefore necessary for theoretical accounts to deal with both social (i.e. communicative) and cognitive aspects of conceptual change. [ABSTRACT FROM AUTHOR] |
| Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 35104648 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Changing our minds: a commentary on ‘Conceptual change: a discussion of theoretical, methodological and practical challenges for science education’. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Mercer%2C+Neil%22">Mercer, Neil</searchLink><relatesTo>1</relatesTo><i> nmm31@cam.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Cultural+Studies+of+Science+Education%22">Cultural Studies of Science Education</searchLink>. Jul2008, Vol. 3 Issue 2, p351-362. 12p. 1 Chart. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Education%22">Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br />*<searchLink fieldCode="DE" term="%22Discourse+analysis%22">Discourse analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Philosophical+concept%29%22">Identity (Philosophical concept)</searchLink><br /><searchLink fieldCode="DE" term="%22Discursive+practices%22">Discursive practices</searchLink><br /><searchLink fieldCode="DE" term="%22Oral+communication%22">Oral communication</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This paper begins with a consideration of some important themes dealt with in the paper by Treagust and Duit. These include the relationship between research on conceptual change and educational practice, the significance of emotion and identity in the process of conceptual change, and role of cognitive conflict in motivating change. I then argue that the authors implicitly assert the importance of spoken dialogue as a motor for conceptual change, but do not give it the proper, explicit recognition that it deserves. I first use their own data of transcribed talk to make this point, and then go on to elaborate my case by drawing on other research. Talk amongst students and teacher–student talk are both considered. My conclusion is that while more empirical research is needed to understand how dialogue is involved in conceptual change, available evidence shows very clearly that the role of talk and social interaction is so significant that it cannot be ignored. It is therefore necessary for theoretical accounts to deal with both social (i.e. communicative) and cognitive aspects of conceptual change. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11422-008-9099-8 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 351 Subjects: – SubjectFull: Education Type: general – SubjectFull: Emotions Type: general – SubjectFull: Discourse analysis Type: general – SubjectFull: Identity (Philosophical concept) Type: general – SubjectFull: Discursive practices Type: general – SubjectFull: Oral communication Type: general Titles: – TitleFull: Changing our minds: a commentary on ‘Conceptual change: a discussion of theoretical, methodological and practical challenges for science education’. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Mercer, Neil IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2008 Type: published Y: 2008 Identifiers: – Type: issn-print Value: 18711502 Numbering: – Type: volume Value: 3 – Type: issue Value: 2 Titles: – TitleFull: Cultural Studies of Science Education Type: main |
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