The social nature of knowing: Toward a sociocultural perspective on conceptual change and knowledge construction

Gregory J. Kelly, Judith Green

Research output: Chapter in Book/Report/Conference proceedingChapter

33 Scopus citations

Abstract

In this chapter, we examine what a sociocultural perspective contributes to the study of conceptual change as represented in the vignettes provided by the editors. The discussion of this question is presented in three parts. In the first part, we describe our approach to a sociocultural perspective. In the second part, we discuss the concept of conceptual change from a philosophy of science perspective building on the work of Toulmin (1972). As part of this discussion, we describe how Posner and Strike and their colleagues (Posner, Strike, Hewson, & Gertzog, 1982; Strike & Posner, 1992) used this approach to construct a theory of conceptual change in education, and how our sociocultural approach extends this work to provide new understandings of factors that support and/or constrain conceptual change in classrooms.

Original languageEnglish (US)
Title of host publicationPerspectives on Conceptual Change
Subtitle of host publicationMultiple Ways to Understand Knowing and Learning in a Complex World
PublisherTaylor and Francis
Pages145-182
Number of pages38
ISBN (Electronic)9781135454586
ISBN (Print)0805823212, 9780805823219
DOIs
StatePublished - Jan 1 2013

All Science Journal Classification (ASJC) codes

  • Social Sciences(all)

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    Kelly, G. J., & Green, J. (2013). The social nature of knowing: Toward a sociocultural perspective on conceptual change and knowledge construction. In Perspectives on Conceptual Change: Multiple Ways to Understand Knowing and Learning in a Complex World (pp. 145-182). Taylor and Francis. https://doi.org/10.4324/9781315045108-18