What changes in conceptual change?

被引：328

作者：

diSessa, AA ^{[1
]}

Sherin, BL

机构：

[1] Univ Calif Berkeley, Grad Sch Educ, Berkeley, CA 94720 USA

[2] Northwestern Univ, Sch Educ & Social Policy, Evanston, IL USA

来源：

INTERNATIONAL JOURNAL OF SCIENCE EDUCATION | 1998年 / 20卷 / 10期

关键词：

D O I：

10.1080/0950069980201002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper has two aims. First, it reviews literature about conceptual change and about the study of concepts more broadly. The principal claim is that much prior work has suffered from inexplicitness and imprecision in terms of what constitutes a concept. Second, we introduce a theory of one particular type of concept. A coordination class is a systematic collection of strategies for reading a certain type of information out from the world. We identify both structural components and performance properties of coordination classes. Using this theory, we analyse protocol data from a student with respect to the difficult concept of force in Newtonian mechanics.

引用

页码：1155 / 1191

页数：37

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