Introduction: Bridging the cognitive and sociocultural approaches in research on conceptual change: Is it feasible?

Educational Psychologist

Volumn 42, Issue 1, 2007, Pages 1-7

  Mason, Lucia ^a  

^a UNIVERSITY OF PADOVA   (Italy)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 38849201274     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1080/00461520709336914     Document Type: Review

References (61)

1. Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25, 5-11.
2. Billett, S. (1996). Situated learning: Bridging sociocultural and cognitive theorising. Learning and Instruction, 6, 263-80.
3. Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.
4. Caravita, S., & Halldén, O. (1994). Re-framing the problem of conceptual change. Learning and Instruction, 4, 89-111.
5. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
6. Carraher, T. N., Carraher, D. W., & Schlieman, A. D. (1985). Mathematics in the streets and in the school. British Journal of Developmental Psychology, 3, 21-29.
7. Chi, M.T.H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science. In R. N. Giere (Ed.), Minnesota studies in the philosophy of science: Vol. XV Cognitive models of science (pp. 129-186). Minneapolis, MN: University of Minnesota Press.
8. Chi, M.T.H., Slotta, J. D., & de Leeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.
9. Chinn, C. E. (1998). In B. Guzzetti & C. Hynd (Eds.), Perspectives on conceptual change: Multiple ways to understand knowing and learning in a complexworld (pp. 77-115). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
10. Cobb, P. (1994). Where is the mind? Constructivist and sociocultural perspectives on mathematical development. Educational Researcher, 23, 13-20.
11. Cobb, P., Yachel, E., & Wood, T. (1992). A constructivist alternative to the representational view of mind in mathematics education. Journal for Research in Mathematics Education, 23, 2-33.
12. diSessa, A. A. (1983). Phenomenology and the evolution of intuition. In D. Gentner and A. Stevens (Eds.), Mental models (pp. 15-33). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
13. Dole, J. A., & Sinatra, G. M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33(2/3), 109-128.
14. Driver, R., Asoko, I., Leach, J., Mortimer, E., & Scott, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, 23, 5-12.
15. Duit, R. (1999). Conceptual changes approaches in science education. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 263-282). Oxford, UK: Elsevier-Pergamon.
16. Glynn, S. M., & Duit, R. (1995). Learning science in the schools: Research reforming practice. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
17. Greeno, J. G. (1989). A perspective on thinking. American Psychologist, 44, 134-141.
18. Greeno, J. G. (1991). Mathematical cognition: Accomplishments and challenges in research. In R. R. Hoffman & D. S. Palermo (Eds.), Cognition and the symbolic processes: Applied and ecological perspectives (pp. 255-279). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
19. Greeno, J. G. (1997). On claims that answer the wrong questions. Educational Researcher, 26, 5-17.
20. Greeno, J. G., Collins, A. M., & Resnick, L. B., (1996). Cognition and learning. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology. New York: McMillan.
21. Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teachers' cognition and appraisal processes during conceptual change. Educational Psychology Review, 15, 147-179.
22. Halldén, O. (1999). Conceptual change and contextualization. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 53-65). Oxford, UK: Elsevier-Pergamon.
23. Hatano, G. (1993). A time to merge Vygotskian and constructivist conceptions of knowledge acquisition: A commentary. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Context for learning (pp. 153-166). New York: Oxford University Press.
24. Hatano G., & Inagaki, K. (1991). Sharing cognition through collective comprehension activity. In R. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 331-348). Washington, DC: American. Psychological Association.
25. Hatano G., & Inagaki, K. (2000). Domain-specific constraints of conceptual development. International Journal of Behavioral Development, 24, 267-275.
26. Hatano G., & Inagaki, K. (2003). When is conceptual change intended? A cognitive sociocultural view. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 407-427). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
27. Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.
28. Ivarsson, J., Schoultz, J., & Säljö, R. (2002). Map reading versus mind reading: Revisiting children's understanding of the shape of the earth. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 137-148). Dordrecht, The Netherlands: Kluwer Academic.
29. Johnson-Laird, P. N. (1983). Mental models. Cambridge, MA: Harvard University Press.
30. Jovchelovitch, S. (2007). Knowledge in context. Cambridge, UK: Cambridge University Press.
31. Kaartinen, S., & Kumpulainen, K. (2002). Collaborative inquiry and the construction of explanations in the learning science. Learning and Instruction, 12, 189-212.
32. Kelly, G. J., & Green, J. (1998). The social nature of learning: Toward a sociocultural perspective on conceptual change and knowledge construction. In B. Guzzetti & C. Hynd (Eds.), Perspectives on conceptual change: Multiple ways to understand knowing and learning in a complex world (pp. 145-181). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
33. Kirshner, D., & Whitson, A. (Eds.) (1997). Situated cognition. Social, semiotic, and psychological perspectives. Mahwah, NJ: Lawrence Erlbaum. Associates, Inc.
34. Latour, B., & Woolgar, S. (1986). Laboratory life: The construction of scientific facts (2nd ed.). Princeton: Princeton University Press.
35. Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge, UK: Cambridge University Press.
36. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
37. Mintzes, J. J., Wandersee, J. H., & Novak, J. D. (1998). Teaching science for understanding. San Diego, CA: Academic Press.
38. Murphy, P. K., & Mason, L. (2006). Changing knowledge and beliefs. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 305-324). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
39. Packer, M. J., & Goicoechea, J. (2000). Sociocultural and constructivist theories of learning: Ontology, notjust epistemology. Educational Psychologist, 35, 227-241.
40. Pintrich, P. R., Marx, R. W., & Boyle, R. B. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.
41. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Towards a theory of conceptual change. Science Education, 67(4), 489-508.
42. Pozo, J. I., Gomez, M. A., & Sanz, A. (1999). When change does not mean replacement: Different representations for different contexts. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 161-174). Oxford, UK: Elsevier-Pergamon.
43. Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. Oxford, UK: Oxford University Press.
44. Roth, M.-W. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30, 127-152.
45. Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R. L. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension: Perspectives from cognitive psychology, linguistics, artificial intelligence, and education (pp. 33-59). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
46. Säljö, R. (1999). Concepts, cognition and discourse: From mental structures to discursive tools. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 81-90). Oxford, UK: Elsevier-Pergamon.
47. Sfard, A., (1998). On two metaphors for learning and the danger of choosing just one. Educational Researcher, 27(2), 4-13.
48. Sinatra, G. M. (2005). The "warming trend" in conceptual change research: The legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 107-115.
49. Sinatra, G. M., & Mason, L. (in press). Beyond knowledge: Learner characteristics influencing conceptual change. In S. Vosniadou (Ed.), Handbook on conceptual change. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
50. Sinatra, G. M., & Pintrich, P. R. (Eds.) (2003). Intentional conceptual change. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
51. Spada, H. (1994). Conceptual change or multiple representations. Learning and Instruction, 4, 113-116.
52. Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4 (1), 45-69.
53. Vosniadou, S. (1999). Conceptual change research: State of the art and future directions. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 3-13). Oxford, UK: Elsevier-Pergamon.
54. Vosniadou, S. (2003). Exploring the relationships between conceptual change and intentional learning. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 377-406). Mahwah, NJ: Lawrence Erlbaum. Associates, Inc.
55. Vosniadou, S., & Brewer, W. F. (1987). Theories of knowledge restructuring in development. Review of Educational Research, 57, 51-67.
56. Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.
57. Vosniadou, S., Ioannides, C., Dimitrakopoulou, A., & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction, 11, 381-419.
58. Vosniadou, S., & Kollias, V. (2003). Using collaborative, computer-supported, model building to promote conceptual change in science. In E. De Corte, L. Verschaffel, N. Entwistle, & J. van. Merric̈nboer (Eds.), Powerful learning environments: Unravelling basic components and dimensions (pp. 181-196). Oxford, UK: Elsevier-Pergamon.
59. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
60. Wellman, H. M., & Gelman, S. A. (1992). Cognitive development. Foundational theories of core domains. Annual Review of Psychology, 43, 337-375.
61. Wertsch, J. V. (1998). Mind as actions. New York: Cambridge University Press.