ERIC Number: EJ797471
Record Type: Journal
Publication Date: 2008-Jul
Abstractor: As Provided
Reference Count: 0
A Question of Competing Paradigms?
Cultural Studies of Science Education, v3 n2 p373-385 Jul 2008
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.
Descriptors: Concept Formation, Discourse Analysis, Learning Theories, Epistemology, Science Education
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A