Conceptual change and knowledge building: An “epistemological resources” perspective

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Abstract

This chapter considers conceptual change theory in the context of knowledge
building, an educational approach that emphasizes collaborative inquiry and idea
improvement within a community. It is proposed that the epistemological resources
perspective developed by David Hammer and colleagues provides a framework for
analysis of conceptual change in a knowledge-building community. A case study
involving 27 fifth- and sixth-grade students is then presented to demonstrate how this perspective can be applied to knowledge building, focusing on the nature and use of questions, prior knowledge, theories, and information. The implications for
knowledge-building research and pedagogical design in the East-Asian context are
also discussed.
Original languageEnglish
Title of host publicationFostering conceptual change with technology
Subtitle of host publicationAsian perspectives
EditorsChwee Beng Lee, David Jonassen
Place of PublicationSingapore
PublisherSpringer
Chapter7
Pages173-198
Number of pages25
ISBN (Print)9789814424301
Publication statusPublished - 2013
Externally publishedYes

Keywords

  • conceptual change
  • Science education

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  • Cite this

    van Aalst, J. C. W. (2013). Conceptual change and knowledge building: An “epistemological resources” perspective. In C. B. Lee, & D. Jonassen (Eds.), Fostering conceptual change with technology: Asian perspectives (pp. 173-198). Singapore: Springer.