How can conceptual change contribute to theory and practice in science education?
| dc.contributor.author | Duit, R. | |
| dc.contributor.author | Treagust, David | |
| dc.contributor.editor | Barry Fraser | |
| dc.contributor.editor | Kenneth Tobin | |
| dc.contributor.editor | Campbell McRobbie | |
| dc.date.accessioned | 2017-01-30T11:19:37Z | |
| dc.date.available | 2017-01-30T11:19:37Z | |
| dc.date.created | 2013-03-21T20:01:06Z | |
| dc.date.issued | 2012 | |
| dc.identifier.citation | Duit, Reinders and Treagust, David F. 2012. How can conceptual change contribute to theory and practice in science education? in Fraser, B.J. and Tobin, K.G. and McRobbie, C.J. (ed), Second International Handbook of Science Education, pp. 107-118. Dordrecht: Springer. | |
| dc.identifier.uri | http://hdl.handle.net/20.500.11937/10557 | |
| dc.identifier.doi | 10.1007/978-1-4020-9041-7_9 | |
| dc.description.abstract |
In this chapter, we review the literature about teaching science for conceptual change. First, we discuss a range of theoretical perspectives giving rise to different notions of conceptual change and illustrate how researchers have conceptualised teaching and learning science from these different perspectives. Second, we report studies of conceptual change teaching and learning approaches and examine the degree of success of these interventions. Third, we suggest ways that conceptual change research involving science domains can be improved. | |
| dc.publisher | Springer | |
| dc.title | How can conceptual change contribute to theory and practice in science education? | |
| dc.type | Book Chapter | |
| dcterms.source.startPage | 107 | |
| dcterms.source.endPage | 118 | |
| dcterms.source.title | Second International Handbook of Science Education (Part One) | |
| dcterms.source.isbn | 9781402090400 | |
| dcterms.source.place | Dordrecht, The Netherlands | |
| dcterms.source.chapter | 48 | |
| curtin.department | ||
| curtin.accessStatus | Fulltext not available |