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International Journal of Science Education
written by Reinders Duit, Wolff-Michael Roth, Michael Komorek, and Jens Wilbers
Illustrates how a well-designed curriculum can lead students to construct an unwanted conception. Concludes that the conceptual-change-cum-discourse perspective has the potential to integrate the affordances of both methodological approaches and past empirical accomplishments. Contains 33 references.
International Journal of Science Education: Volume 20, Issue 9, Pages 1059-1073
Subjects Levels Resource Types
Education Foundations
- Alternative Conceptions
Education Practices
- Curriculum Development
= Course
General Physics
- Physics Education Research
- High School
- Reference Material
= Research study
Intended Users Formats Ratings
- Educators
- text/html
- application/pdf
- non-digital
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Access Rights:
Available by subscription
Restriction:
© 1998 Taylor & Francis Group
Additional information is available.
DOI:
10.1080/0950069980200904
Keywords:
Canada, Concept Formation, Conceptual Change, Discourse Analysis, Foreign Countries, Germany, High Schools, Higher Education, Learning Theories, Misconceptions, Physics, Science Curriculum
Record Creator:
Metadata instance created June 13, 2005 by Lyle Barbato
Record Updated:
September 23, 2007 by Lyle Barbato
Last Update
when Cataloged:
January 1, 1998
Other Collections:

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Record Link
AIP Format
R. Duit, W. Roth, M. Komorek, and J. Wilbers, Int. J. Sci. Educ. 20 (9), 1059 (1998), WWW Document, (https://doi.org/10.1080/0950069980200904).
AJP/PRST-PER
R. Duit, W. Roth, M. Komorek, and J. Wilbers, Conceptual change cum discourse analysis: Towards an integrative perspective on learning in science, Int. J. Sci. Educ. 20 (9), 1059 (1998), <https://doi.org/10.1080/0950069980200904>.
APA Format
Duit, R., Roth, W., Komorek, M., & Wilbers, J. (1998, January 1). Conceptual change cum discourse analysis: Towards an integrative perspective on learning in science. Int. J. Sci. Educ., 20(9), 1059-1073. Retrieved September 18, 2020, from https://doi.org/10.1080/0950069980200904
Chicago Format
Duit, R, W. Roth, M. Komorek, and J. Wilbers. "Conceptual change cum discourse analysis: Towards an integrative perspective on learning in science." Int. J. Sci. Educ. 20, no. 9, (January 1, 1998): 1059-1073, https://doi.org/10.1080/0950069980200904 (accessed 18 September 2020).
MLA Format
Duit, Reinders, Wolff-Michael Roth, Michael Komorek, and Jens Wilbers. "Conceptual change cum discourse analysis: Towards an integrative perspective on learning in science." Int. J. Sci. Educ. 20.9 (1998): 1059-1073. 18 Sep. 2020 <https://doi.org/10.1080/0950069980200904>.
BibTeX Export Format
@article{ Author = "Reinders Duit and Wolff-Michael Roth and Michael Komorek and Jens Wilbers", Title = {Conceptual change cum discourse analysis: Towards an integrative perspective on learning in science}, Journal = {Int. J. Sci. Educ.}, Volume = {20}, Number = {9}, Pages = {1059-1073}, Month = {January}, Year = {1998} }
Refer Export Format

%A Reinders Duit
%A Wolff-Michael Roth
%A Michael Komorek
%A Jens Wilbers
%T Conceptual change cum discourse analysis: Towards an integrative perspective on learning in science
%J Int. J. Sci. Educ.
%V 20
%N 9
%D January 1, 1998
%P 1059-1073
%U https://doi.org/10.1080/0950069980200904
%O text/html

EndNote Export Format

%0 Journal Article
%A Duit, Reinders
%A Roth, Wolff-Michael
%A Komorek, Michael
%A Wilbers, Jens
%D January 1, 1998
%T Conceptual change cum discourse analysis: Towards an integrative perspective on learning in science
%J Int. J. Sci. Educ.
%V 20
%N 9
%P 1059-1073
%8 January 1, 1998
%U https://doi.org/10.1080/0950069980200904


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