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Conceptual change and the complexity of learning
Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.ORCID iD: 0000-0002-8649-4632
2018 (English)In: Converging perspectives on conceptual change: mapping an emerging paradigm in the learning sciences / [ed] Tamer G. Amin, Olivia Levrini, London: Routledge, 2018, p. 34-42Chapter in book (Refereed)
Abstract [en]

This chapter focuses on the conceptual change process in terms of coming to a scientific understanding which means actively creating relationships between a meta level, conceptual and empirical level, of a discipline. It especially addresses conceptual change in the social sciences and provides empirical examples from research in this area. The chapter also addresses affective aspects of conceptual change, and concludes that further research is needed which also brings into focus epistemological dimensions.

Place, publisher, year, edition, pages
London: Routledge, 2018. p. 34-42
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:su:diva-154368ISBN: 978-1-138-20540-6 (print)OAI: oai:DiVA.org:su-154368DiVA, id: diva2:1193091
Available from: 2018-03-26 Created: 2018-03-26 Last updated: 2018-03-26Bibliographically approved

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CiteExportLink to record
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