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ERIC Number: EJ1076215
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
Reference Count: 95
ISBN: N/A
ISSN: ISSN-0046-1520
Changing Concepts in Activity: Descriptive and Design Studies of Consequential Learning in Conceptual Practices
Hall, Rogers; Jurow, A. Susan
Educational Psychologist, v50 n3 p173-189 2015
Concepts 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.
Routledge. 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
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
IES Grant or Contract Numbers: ESI-94552771|REC-0337675|DRL-0816406