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Bringing together diverse theoretical and empirical contributions
from the fields of social and cognitive psychology, philosophy and
science education, this volume explores representational pluralism
as a phenomenon characteristic of human cognition. Building on
these disciplines' shared interest in understanding human thought,
perception and conceptual change, the volume illustrates how
representational plurality can be conducive to research and
practice in varied fields. Particular care is taken to emphasize
points of convergence and the value of sharing discourses, models,
justifications and theories of pluralism across disciplines. The
editors give ample space for philosophers, cognitive scientists and
educators to explicate the history and current status of
representational pluralism in their own disciplines. Using multiple
forms of research from the relational perspective, this volume will
be of interest to students, scholars and researchers with an
interest in cognitive psychology, as well as educational psychology
and philosophy of science.
The language of science has many words and phrases whose meaning
either changes in differing contexts or alters to reflect
developments in a given discipline. This book presents the
authors’ theories on using ‘conceptual profiles’ to make the
teaching of context-dependent meanings more effective. Developed
over two decades, their theory begins with a recognition of the
coexistence in the students’ discourse of those alternative
meanings, even in the case of scientific concepts such as molecule,
where the dissonance between the classical and modern views of the
same phenomenon is an accepted norm. What began as an alternative
model of conceptual change has evolved to incorporate a
sociocultural approach, by drawing on ideas such as situated
cognition and Vygotsky’s influential concept of culturally
located learning. Also informed by pragmatist philosophy, the
approach has grown into a well-rounded theory of teaching and
learning scientific concepts. The authors have taken the
opportunity in this book to develop their ideas further, anticipate
and respond to criticisms—that of relativism, for example—and
explain how their theory can be applied to analyze the teaching of
core concepts in science such as heat and temperature, life and
biological adaptation. They also report on the implementation of a
research program that correlates the responsiveness of their
methodology to all the main developments in the field of science
education. This additional material will inform academic
discussion, review, and further enhancement of their theory and
research model.
The language of science has many words and phrases whose meaning
either changes in differing contexts or alters to reflect
developments in a given discipline. This book presents the authors'
theories on using 'conceptual profiles' to make the teaching of
context-dependent meanings more effective. Developed over two
decades, their theory begins with a recognition of the coexistence
in the students' discourse of those alternative meanings, even in
the case of scientific concepts such as molecule, where the
dissonance between the classical and modern views of the same
phenomenon is an accepted norm. What began as an alternative model
of conceptual change has evolved to incorporate a sociocultural
approach, by drawing on ideas such as situated cognition and
Vygotsky's influential concept of culturally located learning. Also
informed by pragmatist philosophy, the approach has grown into a
well-rounded theory of teaching and learning scientific concepts.
The authors have taken the opportunity in this book to develop
their ideas further, anticipate and respond to criticisms-that of
relativism, for example-and explain how their theory can be applied
to analyze the teaching of core concepts in science such as heat
and temperature, life and biological adaptation. They also report
on the implementation of a research program that correlates the
responsiveness of their methodology to all the main developments in
the field of science education. This additional material will
inform academic discussion, review, and further enhancement of
their theory and research model.
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