%0 Book Section %1 disessa2002ceg %A Disessa, Andrea A. %B Reconsidering Conceptual Change: Issues in Theory and Practice %D 2002 %E Limón, Margarita %E Mason, Lucia %I Springer %K KalDesignResearch change classes conceptual coordination ecology knowledge learning mythesis p-prims pieces theory %P 28-60 %T Why "Conceptual Ecology" is a Good Idea %U http://www.springerlink.com/content/wl92323m8hr56m6n/ %X This paper motivates the idea of "conceptual ecology" by critiquing the current mainstream of conceptual change research. Most research on conceptual change suffers from too little theoretical accountability concerning the nature of the mental entities involved and too little use of the details of process data to support its theoretical view. Part of the consequences of these limitations is a vast underestimate of the complexity and diversity of conceptual change phenomena. In contrast, a conceptual ecology approach involves hypothesizing that conceptual change involves a large number of diverse kinds of knowledge, organized and re-organized into complex systems. To illustrate a conceptual ecology approach, we explain two very different kinds of mental entities, p-prims and coordination classes. P-prims are small and numerous intuitive elements that are often quite context specific in their activation. Coordination classes, by contrast, are large systems whose very existence entails a high degree of coordination across diverse contexts. We claim that both p-prims and coordination classes are much more explicit and precise in their assumptions than is typically the case, and they both survive substantial empirical test in the form of analysis of process data.

@incollection{disessa2002ceg, abstract = {This paper motivates the idea of "conceptual ecology" by critiquing the current mainstream of conceptual change research. Most research on conceptual change suffers from too little theoretical accountability concerning the nature of the mental entities involved and too little use of the details of process data to support its theoretical view. Part of the consequences of these limitations is a vast underestimate of the complexity and diversity of conceptual change phenomena. In contrast, a conceptual ecology approach involves hypothesizing that conceptual change involves a large number of diverse kinds of knowledge, organized and re-organized into complex systems. To illustrate a conceptual ecology approach, we explain two very different kinds of mental entities, p-prims and coordination classes. P-prims are small and numerous intuitive elements that are often quite context specific in their activation. Coordination classes, by contrast, are large systems whose very existence entails a high degree of coordination across diverse contexts. We claim that both p-prims and coordination classes are much more explicit and precise in their assumptions than is typically the case, and they both survive substantial empirical test in the form of analysis of process data.}, added-at = {2007-07-28T14:25:37.000+0200}, author = {Disessa, Andrea A.}, biburl = {https://www.bibsonomy.org/bibtex/225e5ac488760428c1fcfdf01d6b21cba/yish}, booktitle = {Reconsidering Conceptual Change: Issues in Theory and Practice}, editor = {Limón, Margarita and Mason, Lucia}, interhash = {6299dfcaf8441c2e42b78806e37d57c7}, intrahash = {25e5ac488760428c1fcfdf01d6b21cba}, keywords = {KalDesignResearch change classes conceptual coordination ecology knowledge learning mythesis p-prims pieces theory}, note = {DOI={10.1007/0-306-47637-1}, ISBN={978-1-4020-0494-0}}, pages = {28-60}, publisher = {Springer}, timestamp = {2008-05-29T02:40:30.000+0200}, title = {Why "Conceptual Ecology" is a Good Idea}, url = {http://www.springerlink.com/content/wl92323m8hr56m6n/}, year = 2002 }