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.
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 language | English |
|---|---|
| Title of host publication | Fostering conceptual change with technology |
| Subtitle of host publication | Asian perspectives |
| Editors | Chwee Beng Lee, David Jonassen |
| Place of Publication | Singapore |
| Publisher | Springer |
| Chapter | 7 |
| Pages | 173-198 |
| Number of pages | 25 |
| ISBN (Print) | 9789814424301 |
| Publication status | Published - 2013 |
| Externally published | Yes |
Keywords
- conceptual change
- Science education