ERIC Number: EJ1040089
Record Type: Journal
Publication Date: 2014-Jul
Abstractor: As Provided
Reference Count: 80
Students' Conceptions as Dynamically Emergent Structures
Brown, David E.
Science & Education, v23 n7 p1463-1483 Jul 2014
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.
Descriptors: Science Instruction, Scientific Concepts, Concept Formation, Misconceptions, Theories, Teaching Methods
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A