Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education
Küçük Resim Yok
Tarih
2017
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Taylor and Francis
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
In this chapter, we review the characterization of conceptual change, argumentation, models and explanations in order to provide an account that both synthesizes perspectives on their interrelations and also delineates their respective definitions. We refer to literature in philosophy of science in order to clarify and justify the epistemic aspects of each construct, and explore the implications for science education. We propose heuristics that help clarify the various interrelationships between conceptual change, argumentation, modeling and explanation, and apply them to examples of science curricula to illustrate their relevance and significance in science education. © 2018 selection and editorial matter, Tamer G. Amin and Olivia Levrini; individual chapters, the contributors.
Açıklama
Anahtar Kelimeler
Consolidation, Conceptual Change, Argumentation
Kaynak
Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences
WoS Q Değeri
Scopus Q Değeri
N/A
