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Students’ conceptions: culturing conceptions

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Abstract

This commentary on Roth, Lee, and Hwang’s paper aims at analysing their theoretical approach in terms of its object of study, and the aspects that are brought to the fore, like the cultural activity of conversation, and those that are overshadowed, like the role of the material world and its perception on learning. This analysis, developed on the basis of a pragmatic approach that combines theoretical frameworks, leads to a debate about the relevant components of teaching–learning situations according to the theoretical approaches, and the extent to which, due to the complexity of the studied phenomena, some theoretical frameworks are complementary or concurrent.

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Notes

  1. In French we have two words for knowledge: savoir and connaissance. Connaissance is usually used in connection with a person or a group.

  2. http://www.transana.org/

  3. http://www.ipn.uni-kiel.de/aktuell/videograph/enhtmStart.htm

  4. This gives an idea of the size; it does not mean that it is a sentence since in oral productions sentence is not relevant.

  5. 1750–1848.

  6. I consider that categorising our environment allows people to make sense of everyday life and not to live in chaos (cf. Strauss (1962)).

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Authors and Affiliations

  1. UMR ICAR 5191, CNRS, Université de Lyon, ENS-LSH 15, parvis René Descartes, BP 7000, 69342, Lyon Cedex 07, France

    Andrée Tiberghien

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  1. Andrée Tiberghien
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Correspondence to Andrée Tiberghien.

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Tiberghien, A. Students’ conceptions: culturing conceptions. Cult Stud of Sci Educ 3, 283–295 (2008). https://doi.org/10.1007/s11422-008-9102-4

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