Using knowledge building to foster conceptual change

Chwee Beng Lee, Ching Sing Chai, Chin-Chung Tsai, Huang-Yao Hong

Research output: Contribution to journalArticlepeer-review

Abstract

In recent years, there have been many exchanges of perspectives and debates in the field of conceptual change. Most of the classical views on conceptual change have been criticized, and there have been recent discussions around bridging the cognitive and socio-cultural approaches in the research on conceptual change. On the other hand, researchers and educators in the knowledge building communities have been working towards advancing the frontier of knowledge work and knowledge creation in education in order to cope with the challenges of an emerging knowledge society. In this paper, we examine some of the main principles of knowledge building in relation to fostering conceptual change with reference to specific examples. Specifically, we highlight the foundational goal of knowledge building with respect to conceptual change.
Original languageEnglish
Pages (from-to)116-125
Number of pages10
JournalJournal of Education and Training Studies
Volume4
Issue number8
DOIs
Publication statusPublished - 2016

Keywords

  • cognition
  • knowledge
  • conceptual change

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