Conceptions and Characterization: An Explanation for the Theory-Practice Gap in Conceptual Change Theory. (Sponsored Session Strand 1 Science Learning, Understanding and Conceptual Change)

M.W. Eijck, van

    Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

    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 languageEnglish
    Title of host publicationNARST Annual International Conference 2009 "Grand Challenges and Great Opportunities in Science Education" April 17-21 2009 Garden Grove CA
    EditorsCharlene M. Czermak, Richard A. Duschl, William C. Kyle, Toni Sondergeld
    Place of PublicationGarden Grove, CA
    PublisherNARST
    Pages1-12
    Publication statusPublished - 2009
    Event2009 NARST Annual International Conference, April 17-21, 2009, Garden Grove, CA, USA - Hyatt Regency Orange County, Garden Grove, CA, United States
    Duration: 17 Apr 200921 Apr 2009
    https://www.narst.org/annualconference/2009conference.cfm

    Conference

    Conference2009 NARST Annual International Conference, April 17-21, 2009, Garden Grove, CA, USA
    CountryUnited States
    CityGarden Grove, CA
    Period17/04/0921/04/09
    Other"Grand Challenges and Great Opportunities in Science Education"
    Internet address

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