Conceptual change research and science education practice: A response from educators

Reference : Conceptual change research and science education practice: A response from educators


	Document type :	Scientific journals : Article
	Discipline(s) :	Social & behavioral sciences, psychology : Education & instruction
	To cite this reference:	http://hdl.handle.net/10993/15211

Title :	Conceptual change research and science education practice: A response from educators
Language :	English
Author, co-author :	Siry, Christina [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Educational Measurement and Applied Cognitive Science (EMACS) >]
	Horowitz, G []
	Otulaja, F.S. []
	Gillespie, N []
	Shady, A []
	Augustin, L.A. []
Publication date :	2008
Journal title :	Cultural Studies of Science Education
Publisher :	Springer Science & Business Media B.V.
Volume :	3
Issue/season :	2
Pages :	451-470
Peer reviewed :	No
ISSN :	1871-1502
Keywords :	[en] Science education ; Research context ; Conceptual change ; Teacher research ; Metalogue
Abstract :	[en] We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of this research, we consider the role of participants in the research process and contextual factors in conducting research on science conceptions, and draw implications for the teaching of science.
Permalink :	http://hdl.handle.net/10993/15211
DOI :	10.1007/s11422-008-9094-0
Other URL :	Available at: http://link.springer.com/article/10.1007/s11422-008-9094-0#page-1

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