BARB^2

Short summaries of articles

Hewson (1998): Teaching for conceptual change is derived from two fundamental aspects of conceptual change model of learning: status and conceptual ecology. The guidelines to consider when //teaching// about conceptual change are: ideas, metacognition, status and justification.

Greeno (2006): The situative approach to learning is more encompassing than previous views of learning, synthesizing cognitive science and interactional studies. Instead of the individual learner, activity systems are considered the base unit of analysis.

Blumenfield (1997): The historical development of teaching and learning as it moved from transmission models to transformation models (individual first, then social). The article included multiple examples of designed educational programs using elements of cognitive and situative frameworks within transformation models of learning.

diSessa (2006): A historical review of developments and evolutions in conceptual change research. The author argues that coherence allows you to separate theories of learning into two piles: coherent and fragmented, and he has criteria for each.