The nature of scientific conceptions: A discursive psychological perspective

Educational Research Review

Volumn 3, Issue 1, 2008, Pages 30-50

  Roth, Wolff Michael ^a  

^a UNIVERSITY OF VICTORIA   (Canada)

Author keywords

Conceptions; Conceptual change; Conversation analysis; Discourse analysis; Discursive psychology; Situated talk

Indexed keywords

EID: 41749090009     PISSN: 1747938X     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.edurev.2007.10.002     Document Type: Article

References (66)

1. Anderson J.R. Cognitive psychology and its implications (1985), Freeman, San Francisco, CA
2. Anderson J.R., Greeno J.G., Reder L.M., and Simon H.A. Perspectives on learning, thinking, and activity. Educational Researcher 29 4 (2000) 11-13
3. Austin J. How to do things with words (1962), Harvard University Press, Cambridge, MA
4. Cazden C. Classroom discourse: The language of teaching and learning (1987), Heinemann, Portsmouth, NH
5. Champagne A.B., Gunstone R.F., and Klopfer L.E. Consequences of knowledge about physical phenomena. In: West L.H.T., and Pines A.L. (Eds). Cognitive structure and conceptual change (1985), Academic Press, New York 61-90
6. Champagne A.B., Klopfer L.E., and Gunstone R.F. Cognitive research and the design of science instruction. Educational Psychologist 17 (1982) 31-53
7. Chi M.T.H. Conceptual change within and across ontological categories: Examples from learning and discovery in science. In: Giere R. (Ed). Cognitive models of science: Minnesota studies in the philosophy of science (1992), University of Minnesota Press, Minneapolis 129-186
8. Chi M.T.H. Commonsense conceptions of emergent processes: Why some misconceptions are robust. The Journal of the Learning Sciences 14 (2005) 161-199
9. Clark H.H., and Schaefer E.F. Contributing to discourse. Cognitive Science 13 (1989) 259-294
10. Derrida J. Monolingualism of the other; or the prosthesis of origin (1998), Stanford University Press, Stanford, CA
11. Duit R., and Treagust D. Learning in science-From behaviorism towards social constructivism and beyond. In: Fraser B.J., and Tobin K.G. (Eds). International handbook of science education (1998), Kluwer Academic Publishers, Dordrecht, The Netherlands 3-25
12. Duit R., and Treagust D. Conceptual change: A powerful framework for improving science teaching and learning. International Journal of Science Education 25 (2003) 671-688
13. Duit R., Roth W.-M., Komorek M., and Wilbers J. Fostering conceptual change by analogies: Between Scylla and Charybdis. Learning and Instruction 11 4-5 (2001) 283-303
14. Edwards D. But what do children really think? Discourse analysis and conceptual content in children's talk. Cognition and Instruction 11 (1993) 207-225
15. Edwards D., and Potter J. Discursive psychology (1992), Sage, London
16. Franck D. Dramatique des phénomènes (2001), Presses Universitaires de France, Paris
17. Gilbert J., and Watts D. Concepts, misconceptions, and alternative conceptions: Changing perspectives in science education. Studies in Science Education 10 (1983) 61-98
18. Greeno J.G., Collins A.M., and Resnick L.B. Cognition and learning. In: Berliner D., and Calfee R. (Eds). Handbook of educational psychology (1996), MacMillian, New York 15-41
19. Gregoire M. Is it a challenge or a threat? A dual-process model of teachers' cognition and appraisal processes during conceptual change. Educational Psychology Review 15 (2003) 147-179
20. Halldén O., Haglund L., and Strömdahl H. Conceptions and contexts: On the interpretation of interview and observational data. Educational Psychologist 42 (2007) 25-40
21. Halliday M.A.K., and Hasan R. Language, context and text: Aspects of language in a social-semiotic perspective (1985), Deakin University Press, Victoria
22. Have P.t. Doing conversation analysis: A practical guide (1999), Sage, London
23. Hepburn A., and Wiggins S. Developments in discursive psychology. Discourse & Society 16 (2005) 595-601
24. Keil F. Concepts, kinds and cognitive development (1989), MIT Press, Cambridge, MA
25. Lakoff G., and Núñez R. Where mathematics comes from: How the embodied mind brings mathematics into being (2000), Basic Books, New York
26. Lave J., and Wenger E. Situated learning: Legitimate peripheral participation (1991), Cambridge University Press, Cambridge
27. Lemke J.L. Talking science: Language learning and values (1990), Ablex Publishing, Norwood, NJ
28. Mason L. Introduction: Bridging the cognitive and sociocultural approaches in research on conceptual change: Is it feasible?. Educational Psychologist 42 (2007) 1-7
29. McNeill D. Hand and mind: What gestures reveal about thought (1992), University of Chicago, Chicago
30. Middleton D., and Brown S.D. The social psychology of experience: Studies in remembering and forgetting (2005), Sage, London
31. Mikhailov F. The riddle of self (1980), Progress, Moscow
32. In: Ochs E., Schegloff E.A., and Thompson S.A. (Eds). Interaction and grammar (1996), Cambridge University Press, Cambridge
33. Pines A.L. Toward a taxonomy of conceptual relations. In: West L.H.T., and Pines A.L. (Eds). Cognitive structure and conceptual change (1985), Academic Press, New York 101-116
34. Pomerantz A. Agreeing and disagreeing with assessments: Some preferred/dispreferred turn shapes. In: Atkinson J.M., and Heritage J. (Eds). Structures of social action: Studies in conversation analysis (1984), Cambridge University Press, Cambridge 57-101
35. Posner G.J., Strike K.A., Hewson P.W., and Gertzog W.A. Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education 66 (1982) 211-227
36. Potter J. Discursive psychology: Between method and paradigm. Discourse & Society 14 (2003) 783-794
37. Potter J. Making psychology relevant. Discourse & Society 16 (2005) 739-747
38. Potter J., and Edwards D. Rethinking cognition: On Coulter on discourse and mind. Human Studies 26 (2003) 165-181
39. Rorty R. Contingency, irony and solidarity (1989), Cambridge University Press, Cambridge
40. Roschelle J. Learning by collaborating: Convergent conceptual change. The Journal of the Learning Sciences 2 (1992) 235-276
41. Roth W.-M. Situating cognition. The Journal of the Learning Sciences 10 (2001) 27-61
42. Roth W.-M. Perceptual gestalts in workplace communication. Journal of Pragmatics 36 (2004) 1037-1069
43. Roth W.-M. Talking science: Language and learning in science (2005), Rowman and Littlefield, Lanham, MD
44. Roth W.-M. Telling in purposeful activity and the emergence of scientific language. In: Yerrick R., and Roth W.-M. (Eds). Establishing scientific classroom discourse communities: Multiple voices of research on teaching and learning (2005), Lawrence Erlbaum Associates, Mahwah, NJ 45-71
45. Roth W.-M. Epistemology and first philosophy. Cultural Studies of Science Education 2 (2007) 517-528
46. Roth, W.-M. (in press). Bricolage, métissage, hybridity, heterogeneity, diaspora: Concepts for thinking science education in the 21st century. Cultural Studies of Science Education, 3.
47. Roth W.-M., and Duit R. Emergence, flexibility, and stabilization of language in a physics classroom. Journal for Research in Science Teaching 40 (2003) 869-897
48. Roth W.-M., and Lee Y.J. "Vygotsky's neglected legacy": Cultural-historical activity theory. Review of Educational Research 77 (2007) 186-232
49. Roth W.-M., and Middleton D. The making of asymmetries of knowing, identity, and accountability in the sequential organization of graph interpretation. Cultural Studies of Science Education 1 (2006) 11-81
50. Roth W.-M., and Pozzer-Ardenghi L. Tracking situated, distributed, and embodied communication in real time. In: Vanchevsky M.A. (Ed). Focus on cognitive psychology research (2006), Nova Science, Hauppauge, NY 237-261
51. Säljö R. Concepts, cognition and discourse: From mental structures to discursive tools. In: Schnotz W., Vosniadou S., and Carretero M. (Eds). New perspectives on conceptual change (1999), Elsevier-Pergamon, Oxford, UK 81-90
52. Schoultz J., Säljö R., and Wyndham J. Heavenly talk: Discourse, artifacts, and children's understanding of elementary astronomy. Human Development 44 (2001) 103-118
53. Selting M., Auer P., Barden B., Bergmann J., Couper-Kuhlen E., Günthner S., et al. Gesprächsanalytisches Transkriptionssystem. Linguistische Berichte 173 (1998) 91-122
54. Suchman L.A., and Jordan B. Interactional troubles in face-to-face survey interviews. Journal of the American Statistical Association 85 (1990) 232-244
55. Treagust, D., & Duit, R. (in press). Conceptual change: A discussion of theoretical, methodological and practical challenges for science education. Cultural Studies of Science Education.
56. Ueno N. Reconsidering p-prims theory from the viewpoint of situated cognition. Cognition and Instruction 10 (1993) 239-248
57. Ueno N., and Arimoto N. Learning physics by expanding the metacontext of phenomena. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition 15 (1993) 53-63
58. Varelas M., Pappas C.C., and Rife A. Dialogic inquiry in an urban second-grade classroom: How intertextuality shapes and is shaped by social interactions and scientific understandings. In: Yerrick R., and Roth W.-M. (Eds). Establishing scientific classroom discourse communities: Multiple voices of teaching and learning research (2005), Lawrence Erlbaum Associates, Mahwah, NJ 139-168
59. Vosniadou S. The cognitive-situative divide and the problem of conceptual change. Educational Psychologist 42 (2007) 55-66
60. Vosniadou S., and Brewer W.F. Mental models of the day/night cycle. Cognitive Science 18 (1994) 123-183
61. Vosniadou S., and Kollias V. Using collaborative, computer-supported model building to promote conceptual change in science. In: De Corte E., Verschaffel L., Entwistle N., and Merrienboer J. (Eds). Powerful learning environments: Unravelling basic components and dimensions (2003), Elsevier-Pergamon, Oxford, UK 181-196
62. Vygotsky L.S. Mind in society: The development of higher psychological processes (1978), Harvard University Press, Cambridge, MA
63. Vygotsky L.S. Thought and language (1986), MIT Press, Cambridge, MA
64. Watson-Gegeo K.A. Mind, language, and epistemology: Toward a language socialization paradigm for SLA. The Modern Language Journal 88 (2004) 331-350
65. Wertsch J. Voices of the mind: A sociocultural approach to mediated action (1991), Harvard University Press, Cambridge, MA
66. Zinchenko V.P. External and internal: Another comment on the issue. In: Chaiklin S. (Ed). The theory and practice of cultural-historical psychology (2001), Aarhus University Press, Aarhus, Denmark 133-147