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SUMMARY:Improving education through a multi-level analysis of conceptual c
 hange research and developmental education research - Dr Thomas Gennen (Un
 iversité Libre de Bruxelles)
DTSTART;VALUE=DATE-TIME:20250522T150000
DTEND;VALUE=DATE-TIME:20250522T163000
UID:https://talks.ox.ac.uk/talks/id/df7b5081-9cca-42c3-9047-36748530cff3/
DESCRIPTION:Many academic concepts require students to change their prior 
 knowledge—or undergo ‘conceptual changes’—to understand and master
  them\, in sciences\, mathematics\, social sciences\, and language learnin
 g. Conceptual change (CC) research is therefore crucial for education. How
 ever\, research on educational designs that foster CCs remains underdevelo
 ped\, and the field is divided among competing learning theories with corr
 esponding educational recommendations\, including A. diSessa’s knowledge
 -in-pieces theory\, M. Chi’s ontological shift theory\, and S. Vosniadou
 ’s framework theory.\n\nI present a fourth promising alternative: develo
 pmental education\, or ‘(Neo-) Vygotskian’ educational approaches. Mor
 eover\, I delineate key complementarities between developmental education 
 and CC research\, aiming to improve both the theories and educational prac
 tices for fostering CCs and\, more broadly\, academic knowledge learning.\
 n\nThese complementarities were identified through a comparative multi-lev
 el analysis\, which delineates the main epistemological assumptions underl
 ying learning theories\, how these assumptions inform distinct educational
  principles\, and how these principles\, in turn\, inform specific educati
 onal methods and practices.\nSpeakers:\nDr Thomas Gennen (Université Libr
 e de Bruxelles)
LOCATION:15 Norham Gardens (Seminar Room E)\, 15 Norham Gardens OX2 6PY
TZID:Europe/London
URL:https://talks.ox.ac.uk/talks/id/df7b5081-9cca-42c3-9047-36748530cff3/
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DESCRIPTION:Talk:Improving education through a multi-level analysis of con
 ceptual change research and developmental education research - Dr Thomas G
 ennen (Université Libre de Bruxelles)
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