Future Direction for Research on Using Technology for Conceptual Change: Prospects and Challenges

Reimann, Peter and Aditomo, Anindito (2012) Future Direction for Research on Using Technology for Conceptual Change: Prospects and Challenges. In: Fostering Conceptual Change with Technology: Asian Perspectives. Cengage Learning. ISBN 9814424307

[img] PDF
Reimann, Aditomo 2012 Beyond the Process-Content and Mind-Environment Dualisms.pdf
Restricted to Registered users only

Download (611Kb) | Request a copy

Abstract

Without due appreciation of the complexity of conceptual change, the use of technology to foster such change could become counterproductive. In this chapter we consider a broad range of theoretical accounts of conceptual change. To unravel the potentials of technology for fostering conceptual change, two theoretical dualisms need to be softened: the process-content dualism and the mind-environment dualism. For process- content dualism, most cognitive accounts of conceptual change separate abstract thought processes from the content on which those processes could be applied. In contrast, nondualist accounts, such as sociocultural theories, assert that people think with the content or forms acquired through education and enculturation. Sociocultural theories, however, still separate between the mind and the environment. The increasing ubiquity of technology gives more prominence to the question of what people can learn with (as opposed to from using) technology, and thus calls for a less strong distinction between mind and environment. To help soften this dualism, accounts of conceptual change would benefit from concepts drawn from ecological psychology. We elaborate on three issues regarding conceptual change that arise as a consequence of transcending these two dualisms: (1) the time scale and scope involved in conceptual change; (2) the shift from focusing on effects of technology to changes in what students can do with technology; and (3) the fact that conceptual change occurs across many locations and draws from various resources in a learner’s information ecology.

Item Type: Book Section
Uncontrolled Keywords: process-content dualism; mind-environment dualism; emerging technology; conceptual change
Subjects: B Philosophy. Psychology. Religion > BF Psychology
L Education > L Education (General)
T Technology > T Technology (General)
Divisions: Faculty of Psychology > Department of Psychology
Depositing User: Anindito Aditomo 205003
Date Deposited: 04 Feb 2013 03:58
Last Modified: 04 Feb 2013 03:58
URI: http://repository.ubaya.ac.id/id/eprint/3063

Actions (login required)

View Item View Item