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DC Field | Value | Language |
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dc.contributor.author | Brock, R | - |
dc.contributor.author | Taber, KS | - |
dc.contributor.author | Watts, DM | - |
dc.date.accessioned | 2024-04-11T14:57:26Z | - |
dc.date.available | 2024-04-11T14:57:26Z | - |
dc.date.issued | 2023-11-16 | - |
dc.identifier | ORCiD: Richard Brock https://orcid.org/0000-0003-2497-8030 | - |
dc.identifier | ORCiD: Keith S. Taber https://orcid.org/0000-0002-1798-331X | - |
dc.identifier | ORCiD: Mike https://orcid.org/0000-0002-8044-5418 | - |
dc.identifier.citation | Brock, R., Taber, K.S. and Watts, D.M. (2023) 'Assembly required: a microgenetic multiple case study of four students’ assemblages when learning about force', International Journal of Science Education, 0 (ahead of print), pp. 1 - 21. doi: 10.1080/09500693.2023.2269616. | en_US |
dc.identifier.issn | 0950-0693 | - |
dc.identifier.uri | https://bura.brunel.ac.uk/handle/2438/28750 | - |
dc.description | Acknowledgements: This study draws in part upon data and analysis reported in a doctoral thesis (Brock, Citation 2017) completed at the Faculty of Education, University of Cambridge and accessible at: https://www.repository.cam.ac.uk/items/7abf5cc9-248d-4b4a-b701-6b539a007462 . | en_US |
dc.description | Supplemental material is available online at: https://www.tandfonline.com/action/downloadSupplement?doi=10.1080%2F09500693.2023.2269616&file=tsed_a_2269616_sm7949.zip . | - |
dc.description.abstract | Some descriptions of learning represent the process as the development of organisations of elements. Various organisations have been proposed, for example, schemata and conceptual structures. Such representations assume that mental entities, such as concepts, are sufficiently stable and differentiated to be treated as units. We discuss these assumptions and propose a new term, assemblages, to refer to a person’s activation of two or more conceptual resources in a context. Methodological challenges have resulted in a lack of research that examines how assemblages are formed. This study presents data from a microgenetic, multiple case study of four 16-17-year-old students. The participants were interviewed weekly, using various probes related to forces and motion over six months. We focus on two aspects of the assembly process in our analysis. First, we report data that indicate that participants perceived the units they assembled differently from expert conceptualisations and reflect on the stability of their assemblages. Second, we discuss how participants’ expectations about the coherence of knowledge impact their assembly. We propose that future research investigates the stability and boundaries of conceptual resources and suggest teachers and researchers are cautious in assuming that data indicate a conceptual resource is stable or unitary. | en_US |
dc.format.extent | 1 - 21 | - |
dc.format.medium | Print-Electronic | - |
dc.language | English | - |
dc.language.iso | en | en_US |
dc.publisher | Routlesdge (Taylor & Francis Group) | en_US |
dc.rights | Copyright © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (https://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent. | - |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | - |
dc.subject | conceptual change | en_US |
dc.subject | conceptual development | en_US |
dc.subject | secondary/ high school | en_US |
dc.title | Assembly required: a microgenetic multiple case study of four students’ assemblages when learning about force | en_US |
dc.type | Article | en_US |
dc.identifier.doi | https://doi.org/10.1080/09500693.2023.2269616 | - |
dc.relation.isPartOf | International Journal of Science Education | - |
pubs.issue | 00 | - |
pubs.publication-status | Published | - |
pubs.volume | 0 | - |
dc.identifier.eissn | 1464-5289 | - |
dc.rights.license | https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.en | - |
dc.rights.holder | The Author(s) | - |
Appears in Collections: | Dept of Education Research Papers |
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FullText.pdf | Copyright © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License | 2.56 MB | Adobe PDF | View/Open |
This item is licensed under a Creative Commons License