Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/9661
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dc.contributor.authorLee, Chwee Beng-
dc.contributor.authorTan, Seng Chee, 1965--
dc.contributor.authorChai, Ching Sing-
dc.date.accessioned2013-04-22T05:52:52Z-
dc.date.available2013-04-22T05:52:52Z-
dc.date.issued2007-08-
dc.identifier.citationPaper presented at the 2007 Knowledge Building Summer Institute, Toronto, Canada, 7-10 August 2007-
dc.identifier.urihttp://hdl.handle.net/10497/9661-
dc.description.abstractIn this paper, we attempt to reposition knowledge building using the recent developments in conceptual change research mainly at a theoretical level. We highlighted the following in this paper: First, rather than rectifying isolated misconceptions, the notion of idea improvement is similar to changing naïve theories which are domain-specific lay theories. Second, naïve ideas are not suppressed or condemned as incorrect conceptions, but rather as the foundation for building deep understanding. Third, beyond cognitive factors, conceptual change should take into account situative factors; social cultural effort like assumption of collective cognitive responsibility in Knowledge Building are more effective than simply creating cognitive conflicts. Fourth, conceptual change involves metaconceptual awareness which could be achieved through Knowledge Building discourse. Last, Knowledge Building approach engages students directly in epistemic construction of knowledge, which could potentially change their epistemological beliefs that are conducive for conceptual change.en
dc.language.isoenen
dc.rightsCopyright protected. Permission to publish required.-
dc.titleKnowledge building and reframed conceptual change: A cross fertilizationen
dc.typeConference Paperen
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