Abstract
The theory building on conceptual change has led to the paradox that, in order to
address teaching-learning processes, research yields an increasingly sophisticated
output which alienates the teachers. The aim of this study is to explain the origin of
this paradox. Drawing on exemplary data from a teaching-learning process in
secondary education, I illustrate that theory building on conceptual change, that is,
the attribution of conceptions to individuals, is justified by the particular
characterization of individuals’ actions. From hermeneutic phenomenological
perspectives, however, this justification is problematic, which is thus the cause of
the theory-practice gap. The implications of this explanation are discussed.
| Original language | English |
|---|---|
| Title of host publication | NARST Annual International Conference 2009 "Grand Challenges and Great Opportunities in Science Education" April 17-21 2009 Garden Grove CA |
| Editors | Charlene M. Czermak, Richard A. Duschl, William C. Kyle, Toni Sondergeld |
| Place of Publication | Garden Grove, CA |
| Publisher | NARST |
| Pages | 1-12 |
| Publication status | Published - 2009 |
| Event | 2009 NARST Annual International Conference, April 17-21, 2009, Garden Grove, CA, USA - Hyatt Regency Orange County, Garden Grove, CA, United States Duration: 17 Apr 2009 → 21 Apr 2009 https://www.narst.org/annualconference/2009conference.cfm |
Conference
| Conference | 2009 NARST Annual International Conference, April 17-21, 2009, Garden Grove, CA, USA |
|---|---|
| Country/Territory | United States |
| City | Garden Grove, CA |
| Period | 17/04/09 → 21/04/09 |
| Other | "Grand Challenges and Great Opportunities in Science Education" |
| Internet address |