Participative Learning and Conceptual Change

Malka Gorodetsky, Shoshana Keiny

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


Conceptual Change is a research tradition that relates to the learning of scientific concepts and theories that are anchored in the conception of learning as the acquisition of knowledge. This chapter attempts to illuminate another side of learning that of learning as a participatory process. The latter adheres to the learning process of a team of learners and illuminates the interactions that shape and drive the evolving dialogue and the process of knowledge construction. A conceptual framework for analysis of the process is offered. It is based on the analysis provided by Meyer and Woodruff (1997) that suggest three mechanisms involved in the process of consensus building; Mutual knowledge; Convergence; and Coherency, and on that suggested by Park (1999) that is using the concepts of representational, relational and reflective knowledge. On the basis of these a process related vocabulary is suggested, i.e. Interpretive learning, Relational learning, and Reflective learning.
Original languageEnglish GB
Title of host publicationReconsidering Conceptual Change: Issues in Theory and Practice
EditorsMargarita Limón, Lucia Mason
Place of PublicationDordrecht
PublisherSpringer Netherlands
Number of pages15
ISBN (Print)978-0-306-47637-2
StatePublished - 2002


Dive into the research topics of 'Participative Learning and Conceptual Change'. Together they form a unique fingerprint.

Cite this