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A multidimensional framework for interpreting conceptual change events in the classroom
Author(s) -
Tyson Louise M.,
Venville Grady J.,
Harrison Allan G.,
Treagust David F.
Publication year - 1997
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/(sici)1098-237x(199707)81:4<387::aid-sce2>3.0.co;2-8
Subject(s) - conceptual change , conceptual framework , epistemology , concept learning , sociology , philosophy of science , psychology , social science , mathematics education , pedagogy , philosophy
This article examines the research literature on conceptual change,analyzes the different uses of the term “conceptual change,”and discusses six other issues that have emerged from this literature.The second part of this study outlines a multidimensional framework forconsidering conceptual change events in the classroom and attempts tosynthesize various perspectives of contemporary conceptual changeresearch by proposing that changes in students' knowledge structuresbe viewed from epistemological, ontological, and social/affectiveperspectives. © 1997 John Wiley & Sons, Inc. Sci Ed 81: 387‐404, 1997.