July 1st, 2008 | RESEARCH
This review takes a critical position with regards to Treagust and Duit’s article, Conceptual Change: A discussion of theoretical methodological and practical challenges for science education. It is proposed that conceptual change research in science education might benefit from borrowing concepts currently being developed in the sociology of emotions. It is further suggested that the study of social interaction within evolving emotional cultures is the most promising avenue for developing and extending theories about conceptual change.
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Regina Smardon, Author, University of VirginiaCitation
Identifier Type: DOI
Identifier: 10.1007/s11422-008-9091-3
Identifier Type: ISSN
Identifier: 1871-1502
Publication: Cultural Studies of Science Education
Volume: 3
Number: 2
Page(s): 363
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Audience: Educators | Teachers | General Public | Museum | ISE Professionals
Discipline: Education and learning science | General STEM | Social science and psychology
Resource Type: Peer-reviewed article | Research Products
Environment Type: Exhibitions | Informal | Formal Connections | K-12 Programs | Media and Technology | Public Programs