Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17638
Title: 
Culturing conceptions: From first principles
Authors: 
Keywords: 
Activity
Learning science
Conversation analysis
Conceptual change
Praxis
Issue Date: 
2008
Citation: 
Roth, W.-M., Lee, Y. J., & Hwang, S. (2008). Culturing conceptions: From first principles. Cultural Studies of Science Education, 3(2), 231-261. http://dx.doi.org/10.1007/s11422-008-9092-2
Abstract: 
Over the past three decades, science educators have accumulated a vast amount of
information on conceptions––variously defined as beliefs, ontologies, cognitive
structures, mental models, or frameworks––that generally (at least initially) have been
derived from interviews about certain topics. During the same time period, cultural
studies has emerged as a field in which everyday social practices are interrogated with the
objective to understand culture in all its complexity. Science educators have however yet
to ask themselves what it would mean to consider the possession of conceptions as well
as conceptual change from the perspective of cultural studies. The purpose of this article
is thus to articulate in and through the analysis of an interview about natural phenomenon
the first principles of such a cultural approach to scientific conceptions. Our bottom-up
approach in fact leads us to develop the kind of analyses and theories that have become
widespread in cultural studies. This promises to generate less presupposing and more
parsimonious explanations of this core issue within science education than if conceptions
are supposed to be structures inhabiting the human mind.
Description: 
This is the final draft, after peer-review, of a manuscript published in Cultural Studies of Science Education. The published version is available online at http://dx.doi.org/10.1007/s11422-008-9092-2
URI: 
ISSN: 
1871-1502 (print)
1871-1510 (online)
Other Identifiers: 
10.1007/s11422-008-9092-2
Appears in Collections:Journal Articles

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