On the importance of epistemology-disciplinary core concept interactions in LPs
This article briefs the importance of epistemology–disciplinary core concept interactions in learning progressions (LPs). In what follows, we discuss briefly some of the challenges of LP research, and then devote special attention to the issue of epistemological knowledge in LPs (and the Framework). One strong asset of LP–based standards and curricula is their empirical basis. Also central to unifying the field, and closely related to the above, is researchers’ view of conceptual change, and its implications for LP and curriculum design. The particle model has greater explanatory power than the compositional model, but also requires new and more challenging ontological and epistemological commitments. Ontologically, particles are preexisting submicroscopic entities, which are separated in space, in motion, and maintain their identity through physical transformations. Moreover, having worked out an epistemological issue in an easier context may facilitate applying it to a harder one, and thus promote learning the relevant disciplinary core concepts across the LP. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
disciplinary core, conceptual change, curriculum design, learning progressions
Smith, Carol L. and Wiser, Marianne, "On the importance of epistemology-disciplinary core concept interactions in LPs" (2015). Psychology. 858.