Concepts in change

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Abstract

In this article we focus on the concept of concept in conceptual change. We argue that (1) theories of higher learning must often employ two different notions of concept that should not be conflated: psychological and scientific concepts. The usages for these two notions are partly distinct and thus straightforward identification between them is unwarranted. Hence, the strong analogy between scientific theory change and individual learning should be approached with caution. In addition, we argue that (2) research in psychology and cognitive science provides a promising theoretical basis for developing explanatory mechanistic models of conceptual change. Moreover, we argue that (3) arguments against deeper integration between the fields of psychology and conceptual change are not convincing, and that recent theoretical developments in the cognitive sciences might prove indispensable in filling in the details in mechanisms of conceptual change.
Original languageEnglish
JournalScience & Education
Volume22
Issue number6
Pages (from-to)1389-1403
ISSN0926-7220
DOIs
Publication statusPublished - 2013
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 515 Psychology
  • 611 Philosophy
  • 516 Educational sciences

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