Why “Conceptual Ecology” is a Good Idea

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Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter (2010, background): “…this ability to potentially make sense of students’ comments that seem inconsistent from a principled conceptual perspective that has encouraged some physics educators to champion the usefulness of cognitive resources such as p-prims in explaining student thinking (diSessa, 2002; Hammer, 1996).”
Conceptual Metaphor Meets Conceptual Change (2009, background): “Recently, diSessa and colleagues [diSessa, 2002; diSessa & Sherin, 1998; diSessa & Wagner, 2005] have begun to develop an account of concepts as complex knowledge systems, with p-prims as constituents of these systems.”
Comparative Understanding of School Subjects: Past, Present, and Future (2005, background): “Andrea diSessa (1988, 2002) has argued that one of the defining differences between the disciplinary knowledge of novices and that of experts is that novices possess “knowledge in pieces,” whereas experts possess knowledge that is densely connected and richly differentiated.”
Framing in cognitive clinical interviews about intuitive science knowledge: Dynamic student understandings of the discourse interaction (2012, methodology): “conceptual ecology (diSessa, 2002; Posner, Strike, Hewson, & Gertzog, 1982; Strike & Posner, 1992).”