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A structural view on the emergence of a conception: Conceptual change as radical reconstruction of contexts
Author(s) -
Larsson Åsa,
Halldén Ola
Publication year - 2010
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/sce.20377
Subject(s) - conceptual change , concept learning , conceptual framework , restructuring , period (music) , epistemology , psychology , focus (optics) , sociology , developmental psychology , social psychology , social science , pedagogy , cognitive psychology , aesthetics , political science , philosophy , law , physics , optics
Conceptual change is often described as a causal process in which changes in an embraced system of beliefs result in a new system of beliefs. Here, it is argued that conceptual change is better understood as an intentional activity with regard to the learner, that is, what the learner is doing when trying to understand something. Children were interviewed every year during a period of 3 years from their ages of 4–6 years of age. In the study, there were 37 children participating, of which 29 were followed during all 3 years. They were asked to tell about their beliefs about the earth, and their developing understanding is described. The results show that in the conceptual changes the children's main concern was to restructure the often vast amount of knowledge they possessed. This reconstruction is described as a simultaneous reconstruction of conceptual contexts as well as contexts for their application. This also directs the focus of conceptual change from specific conceptions to structural changes. © 2009 Wiley Periodicals, Inc. Sci Ed 94 :640–664, 2010