Changing Concepts in Activity: Descriptive and Design Studies of Consequential Learning in Conceptual Practices
Item
Title
Changing Concepts in Activity: Descriptive and Design Studies of Consequential Learning in Conceptual Practices
Abstract/Description
Concepts and conceptual change have been studied extensively as phenomena of individual thinking and action, but changing circumstances of social or cultural groups using concepts are treated as external conditions. We describe research on consequential learning in conceptual practices, where concepts include representational infrastructure that coordinates meaning and activity across time, setting, and social participation. Consequential learning changes one's relation to conceptual practice, creating access to and valued possibilities for participation in practices at a broader scale. We illustrate our approach to conceptual change with case studies and design research in workplaces, schools, and urban communities. We compare our approach to previous efforts to bridge theoretical perspectives published in this journal, focusing in particular on Greeno and van de Sande (2007). Our efforts provide new constructs and studies that may yet create a span between cognitive and sociocultural theories of learning and conceptual change.
Author/creator
Date
In publication
Volume
50
Issue
3
Pages
173-189
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Methodological
IRE Approach/Concept
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0046-1520
Citation
Hall, R., & Jurow, A. S. (2015). Changing Concepts in Activity: Descriptive and Design Studies of Consequential Learning in Conceptual Practices. Educational Psychologist, 50(3), 173–189. https://doi.org/10.1080/00461520.2015.1075403
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