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A structural view on conceptual change: Integration, differentiation, and contextualization as fundamental aspects of individual meaning making
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
2013 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

Conceptual development and conceptual change processes are described by a longitudinal study on preschool children’s conception of the earth. 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. A normative line of research has been dominating the research field of conceptual change. There has been a search for specific conceptions that are missing in the learners’ reasoning or that prevent conceptual change from occur. Here, the learner’s capacity of reasoning is focused. The children’s reasoning is described in its own right (Driver & Easley, 1978). It is argued that conceptual change is to be 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 annually from four to six years of age. There were 37 children participating, of which 29 were followed during all three years. The children were interviewed about their conceptions of the earth.

The results directs the focus of conceptual change from specific conceptions to structural changes. The children processed a lot of conflicting information. However, there does not appear to be any specific conflict that causes the process of conceptual change to occur. Rather, conceptual change is about the reorganization of the sum total of beliefs and to find adequate contexts to which they relate. Conceptual change involves a simultaneous processing of information and complex conception as well as revisions and changes at a model level, and all of this processing is related to contexts for description and explanation. The result also indicates some core stability in reasoning over the course of the investigation.

Ort, förlag, år, upplaga, sidor
Stockholm: Department of Education, Stockholm University , 2013. , s. 65
Serie
Doktorsavhandlingar från Institutionen för pedagogik och didaktik ; 26
Nyckelord [en]
conceptual development, conceptual change, coherence, contextualization
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
URN: urn:nbn:se:su:diva-97267ISBN: 978-91-7447-827-3 (tryckt)OAI: oai:DiVA.org:su-97267DiVA, id: diva2:676360
Disputation
2014-01-10, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, 10:00 (Engelska)
Opponent
Handledare
Forskningsfinansiär
Vetenskapsrådet, 721-2004-1521
Anmärkning

At the time of the doctoral defence the folowing papers were unpublished and had a status as follows: Paper 1: Manuscript; Paper 2: Manuscript.

Tillgänglig från: 2013-12-19 Skapad: 2013-12-05 Senast uppdaterad: 2013-12-10Bibliografiskt granskad
Delarbeten
1. A longitudinal study on the processes of conceptual change in a four to six years old child
Öppna denna publikation i ny flik eller fönster >>A longitudinal study on the processes of conceptual change in a four to six years old child
2013 (Engelska)Manuskript (preprint) (Övrigt vetenskapligt)
Nyckelord
Conceptual change, contextualization, longitudinal study, qualitative analysis
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:su:diva-97265 (URN)
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2013-12-05 Skapad: 2013-12-05 Senast uppdaterad: 2013-12-09
2. Coherence and contextualization in the process of conceptual change
Öppna denna publikation i ny flik eller fönster >>Coherence and contextualization in the process of conceptual change
2013 (Engelska)Manuskript (preprint) (Övrigt vetenskapligt)
Nyckelord
conceptual development, conceptual change, coherence, contextualization
Nationell ämneskategori
Pedagogik
Forskningsämne
pedagogik
Identifikatorer
urn:nbn:se:su:diva-97263 (URN)
Forskningsfinansiär
Vetenskapsrådet
Tillgänglig från: 2013-12-05 Skapad: 2013-12-05 Senast uppdaterad: 2019-04-17Bibliografiskt granskad
3. A Structural View on the Emergence of a Conception: Conceptual Change as Radical Reconstruction of Contexts
Öppna denna publikation i ny flik eller fönster >>A Structural View on the Emergence of a Conception: Conceptual Change as Radical Reconstruction of Contexts
2010 (Engelska)Ingår i: Science Education, ISSN 0036-8326, E-ISSN 1098-237X, Vol. 94, nr 4, s. 640-664Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

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.

Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:su:diva-49214 (URN)10.1002/sce.20377 (DOI)000278957200003 ()
Anmärkning
authorCount :2Tillgänglig från: 2010-12-13 Skapad: 2010-12-13 Senast uppdaterad: 2017-12-11Bibliografiskt granskad

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Larsson, Åsa
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Institutionen för pedagogik och didaktik
Pedagogik

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