Introduction: Bridging the Cognitive and Sociocultural Approaches in Research on Conceptual Change: Is it Feasible?

By Lucia Mason. 2007

140 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/b6e79333a39063953ad134763a917ce3d3be9438

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Talk and the Development of Reasoning and Understanding (2008, background): “The emergence of a sociocultural perspective has rendered problematic some ideas hitherto widely accepted, such as that conceptual change can be explained without reference to social interaction [Mason, 2007].”
Understanding Regulated Learning in Situative and Contextual Frameworks (2015, background): “Furthermore, we believe that the increasing number of efforts to better understand the socially constructed regulation of learning could greatly benefit from the knowledge of other research perspectives (Mason, 2007; Sfard, 1998).”
Conceptual Metaphor Meets Conceptual Change (2009, background): “Finally, it is important to point out that proposing the appropriation of language-based metaphorical construals as a component of conceptual change addresses the recent call for bridging cognitive and situated approaches to conceptual change [see e.g., Mason, 2007; Vosniadou, 2007].”
The Nature of Scientific Conceptions: A Discursive Psychological Perspective. (2008, background): “This research discussed so far falls into a cognitive approach to conceptual change; another approach with a different ontology and epistemology exists in a sociocultural approach (Mason, 2007).”
Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text (2011, background): “…change as primarily a cognitive process of change in an individual’s mental representation of knowledge, or a socially situated process where changes occur in the discourses and practices of a community of learners (for an excellent overview of these contrasting positions, see Mason, 2007).”
Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory (2012, background): “In her introduction to an influential special issue on conceptual change, Mason (2007) explains how, until quite recently, such research was mainly based on a constructivist, cognitive theory of learning and development.”