1,721,042 research outputs found
Overall synthesis - Facing the challenge of programmatic research on conceptual change
No full textConceptual change, how conceptual understanding is transformed, has been investigated extensively
since the 1970s. The field has now grown into a multifaceted, interdisciplinary effort
with strands of research in cognitive and developmental psychology, education, educational
psychology, and the learning sciences. Converging Perspectives on Conceptual Change brings together
an extensive team of expert contributors from around the world, and offers a unique
examination of how distinct lines of inquiry can complement each other and have converged
over time.
In this final overall, the authors point out a picture of conceptual change by exploring convergence and complementarity across perspectives. By mapping features of an emerging paradigm,
they challenge newcomers and established scholars alike to embrace a more programmatic
orientation towards conceptual change
Introduction
No full textConceptual change, how conceptual understanding is transformed, has been investigated extensively
since the 1970s. The field has now grown into a multifaceted, interdisciplinary effort
with strands of research in cognitive and developmental psychology, education, educational
psychology, and the learning sciences. Converging Perspectives on Conceptual Change brings together
an extensive team of expert contributors from around the world, and offers a unique
examination of how distinct lines of inquiry can complement each other and have converged
over time.
Amin and Levrini adopt a new approach to assembling the diverse research on conceptual
change: the combination of short position pieces with extended synthesis chapters
within each section, as well as an overall synthesis chapter at the end of the volume, provide
a coherent and comprehensive perspective on conceptual change research.
Arranged over five parts, the book covers a number of topics including:
• the nature of concepts and conceptual change
• representation, language, and discourse in conceptual change
• modeling, explanation, and argumentation in conceptual change
• metacognition and epistemology in conceptual change
• identity and conceptual change.
Throughout this wide-ranging volume, the editors present researchers and practitioners
with a more internally consistent picture of conceptual change by exploring convergence
and complementarity across perspectives. By mapping features of an emerging paradigm,
they challenge newcomers and established scholars alike to embrace a more programmatic
orientation towards conceptual change
Unpacking the nexus between identity and conceptual change: Perspectives on an emerging research agenda
No full textThe fact that conceptual change in science education and in the learning sciences is traditionally thought of as an individual cognitive phenomenon and identity development has usually been conceived of as a social construct involving the relationship between groups and individuals raises important questions for how these constructs can be articulated in such a way as to be mutually illuminating.
This section of the volume explores three different approaches to forging productive connections between the research agendas of conceptual change and identity development.
The three contributions diverge for several deep reasons: they frame the relevance of investigating the nexus between identity and conceptual change within deeply different research programs, they choose different research approaches, they provide different definitions of identity, and refer to different processes of conceptual change. In spite of the differences, the three approaches share a theoretical skeleton that enabled all the researchers to rigorously address the nexus between the two constructs – identity and conceptual change – that can appear very distant in their time scale, in the involved actors and in the cognitive and social processes they refer to.
In this synthesis chapter, the three approaches are compared through a framework that allows for pointing out a common theoretical structure of the approaches. This structure is argued to be potentially fruitful for orienting a program of further rigorous investigations of the nexus between conceptual change and identity
Personal, deeply affective, and aesthetic engagement with science content
No full textIn science education, the influence that students’ identities have on learning appears a rather familiar focus. However, the inverse question of how disciplinary content learning can be a vehicle for identity formation is little explored. In the contribution, the authors focus on this direction and pursue this agenda by operationally defining a theoretical construct, appropriation.
In particular, they first explore how the construct of appropriation sheds light on the process by which content knowledge learning influences identity development. The authors then use appropriation to develop some nuance related to the notion of concept projection from coordination class theory, a well-known perspective within the landscape of theoretical approaches on conceptual change
The impact of artificial intelligence on scientific practices: an emergent area of research for science education
Full text linkArtificial intelligence (AI) is now a major driver of societal acceleration making a significant impact on science and science education. AI is used by scientists to generate hypotheses, design experiments, collect and interpret data in ways that were not previously possible with traditional methods alone. Science education research is increasingly paying attention to the role of AI in teaching and learning. However, a significant gap in the emerging science education literature on AI concerns the impact of AI on scientific practices themselves, and implications such impact for science education. The article uses the NRC (2012. A framework for K-12 science education: practices, crosscutting concepts, and core ideas. National Academies Press.) framework of 'scientific practices' to trace example uses of AI in scientific practices and raises questions for science education. The questions relate to the relevance of AI-informed scientific practices for science curriculum, teaching and teacher education at the secondary level. The ultimate purpose of the article is to highlight that the sooner the role of AI on scientific practices are researched and applied in science education policy and practice, the less likely that education will become outdated in helping students thrive in the fast changing landscape of scientific research
Computational simulations at the interface of physics and society: A teaching-learning module for high-school students
No full textThe increasing role of computational simulations as the basis for policies and decision-making processes imposes the educational community to think about ways to introduce them in upper high-school teaching of physics as the third
pillar of scientific research. In this paper, we present the principles at the basis of the design of a teaching-learning module on simulations of complex systems and implemented in a course organized by the Department of Physics and Astronomy “A. Righi” of the University of Bologna for university orientation. Specifically, we discuss the value of computational simulations as interdisciplinary and futureoriented objects that can act as bridges between physics, STEM disciplines, and society
PRIN-FIS21, Master IDIFO: discutendo in rete di relatività che cosa si impara?
No full textSono riportati i risultati di un esperimento di formazione degli insegnanti realizzato nell’ambito del Master IDIFO e del progetto di ricerca PRIN Fis21 (Fisica per il 21° secolo) circa l’insegnamento della relatività a livello di scuola secondaria superiore.
I risultati saranno, in particolare, analizzati al fine di riflettere su alcune scelte di fondo effettuate per innescare discussioni tra gli insegnanti su: i principali nodi concettuali della relatività, le difficoltà degli studenti note in letteratura di ricerca in Didattica degli Fisica e possibili criteri per la progettazione di interventi didattici
Breaking Free from Laplace’s Chains: Reimagining Science Education Beyond Determinism
Full text linkWe are witnessing the transformative impact of human development on Earth. The climate, natural, socio-prolitical crises are questioning the sense and the scope of science education. The paper highlights the need to rethink traditional epistemological foundations of science and science education established during the Enlightenment, which emphasized the deterministic power of science to foster progress. The paper critiques the naive positivistic view of science still dominating science education, advocating for a more nuanced image of science for teaching that incorporates uncertainty, non-linearity, and complexity. In the context of a Risk Society, the paper addresses the dual role of science and technology in providing solutions and generating new uncertainties. It underscores the importance of preparing students to navigate these complexities through a revised science education that balances deterministic principles with probabilistic thinking. Projects like FEDORA and "Science Education for the Risk Society" exemplify efforts to reframe science education to better align with contemporary societal demands, fostering creativity, foresight, and critical decision-making skills
Educational reconstruction of physics of complexity within a creative writing classroom activity
Full text linkDisciplinary identity is widely studied in physics (and science) education research. Great attention has been devoted to studying the role of sociocultural factors in students' career choices and persistence, such as students' participation or gender differences. However, few works within the literature have investigated the role of the cognitive-epistemic core of scientific disciplines in identity work. In the first section of the paper we discuss the state of the art about science-identity. Then, we discuss the theoretical frameworks that informed the construction of our idea of epistemic-personal consonance/dissonance: the "Reconceptualized FRA to NOS framework" and the "Model of Educational Reconstruction". In section 4 we introduce a qualitative analysis of data collected within a classroom activity held in 2021 and discuss it according to our Research Question. The findings show that students used complex systems epistemology as scaffolding for the expression of personal needs; they reconceptualized personal demands by borrowing epistemological structures and practices of complexity as tools to change perspectives about personal issues. The findings of this first dataset call for the need for further data to analyze and enrich the discussion around physics epistemology and identity
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