Sam Tsai 蔡坤憲

... as metaphysics defined as being “made up of ontology , which is the study of the nature of existence and of coming to be, together with epistemology which is the theory of knowledge” (Teichman & Evans, 1995, p.2). - Teichman, J., & Evans, K. C. (1995). Philosophy: A beginner's guide. Oxford: Blackwell.

Sketching Some Postmodern Alternatives: Beyond Paradigms and Research Programs as Referents for Science Education David R. Geelan (2000) It is about Conceptual Change model again. - Personal note 1: Some possible alternative referents for thinking about science learning and teaching draw - by analogy and metaphor - on the ' psychology of personal constructs ' outlined by Kelly (1955, 1963, 1966, 1970; Bannister & Fransella, 1971), on Polkinghorne's (1992) ' postmodern epistemology of practice ', on Van Manen's (1977, 1990, 1991) ' pedagogical thoughtfulness ' and on Whitehead's (1989, 1998) ' living educational theory '. - Perosnal note 2: Polkinghorne (1992) has suggested that postmodernism in its many forms has three consequences for practices in the ' service professions ' (psychology, sociology, social work, nursing and police work, family services, education and others). He characterises these as (a) foundationlessn

A Multidimensional Interpretive Framework on CCM - Quotation from Tyson et al. (1997, p.397) Until 1993, empirical research had focused primarily on the cognitive aspects of conceptual change (Smith, Blakesbee, & Anderson, 1993). Venville and Treagust (1996) utilized four different perspectives of conceptual change to analyse different classroom teaching situations in which analogies were used to teach biology concepts. The perspectives they used include Posner et al.’s (1982) conceptual change model , Vosniadou’s (1994) framework theory and mental model perspective , Chi et al.’s (1994) ontological category perspective , and Pintrich et al.’s (1993) motivational perspective . They found that each of the perspectives of conceptual change had explanatory value and contributed a different theoretical perspective to interpreting the role that analogies plaued in each of the classroom situations. Link: http://sam9117.blogspot.com/2004/12/good-review-of-conceptual-change.html Refere

Revisions of the original conceptual change model Personal note from (Tyson et al., 1997) Due to the overemphasis on rational aspects of learning in the initial model (Posner, Strike, Hewson, & Gertzog, 1982), Strike and Posner (1992) revised their original model a decade later and acknowledged the importance of affective and social issues for conceptual change. The centrality of the conceptual ecology in the change process was most recognised in revised version with successively expending the features comprising the learner’s conceptual ecology (Tyson, Venville, Harrison, & Treagust, 1997). Furthermore, Strike and Posner (1992) point out that alternative conceptions may not necessarily pre-exist but “may be generated on the spot as a consequence of instruction” (p. 158), therefore, “all parts of the conceptual ecology , including scientific conceptions and misconceptions, must be seen as dynamic and in constant interaction and development ” (p. 160). Reference: Posner, G