Innovation education meets conceptual change research: Conceptual analysis and instructional implications

Stella Vosniadou, Panagiotis Kampylis

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

2 Citations (Scopus)

Abstract

We argue that science education designed to promote conceptual change can play an important role in an overall program of innovation education. Teaching science from a conceptual change point of view requires the development of explicit, reflective and metacognitively guided knowledge construction and the cultivation of learning strategies for the deliberate reorganization of knowledge, such as analogy making and model-based reasoning. We argue that the creation of a classroom environment that fosters conceptual change activities in the process of learning science can help create in students a ‘conceptual change know-how schema’ which can generalize to other situations supporting knowledge-revision processes and the creation of new ideas and products.

Original languageEnglish
Title of host publicationThe Routledge International Handbook of Innovation Education
EditorsLarisa V. Shavinina
PublisherTaylor and Francis Group
Pages68-78
Number of pages11
ISBN (Electronic)9781136698019, 9780203387146
ISBN (Print)9780415682213, 9780415821858
DOIs
Publication statusPublished - 2013
Externally publishedYes

Keywords

  • Conceptual change
  • Innovation education
  • Instructional analogies
  • Metaconceptual awareness
  • Model-based reasoning
  • Science education

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