{"id":153,"date":"2015-01-26T00:34:30","date_gmt":"2015-01-26T07:34:30","guid":{"rendered":"https:\/\/blogs.ubc.ca\/amieljj\/?page_id=153"},"modified":"2015-01-26T00:54:07","modified_gmt":"2015-01-26T07:54:07","slug":"title-and-abstact","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/amieljj\/title-and-abstact\/","title":{"rendered":"Title and Abstract"},"content":{"rendered":"<p><strong><b>The use of Variation Theory to Promote Conceptual Change<\/b><\/strong><\/p>\n<p><b>Abstract:\u00a0<\/b>Previously, researchers believed that addressing students\u2019 alternative conceptions (commonly labelled as \u2018misconceptions\u2019), only served to waste valuable class time and complicate teachers\u2019 intended learning outcomes. More recently, educators have come to appreciate that students\u2019 prior knowledge can act as a significant barrier to learning, especially if misconceptions go unresolved. Some researchers have suggested that the purposeful introduction of information that conflicts directly with students\u2019 prior knowledge\u00a0is the best way to promote conceptual change. Unfortunately, no theory of learning clearly supported the use of conceptual conflict in the classroom until the development of Variation Theory at the turn\u00a0of the 21st century. Here, I use Variation Theory to support the use of conceptual conflict and provide a pedagogical framework for using conceptual conflict to drive conceptual change. I also demonstrate how extending Variation Theory to include \u2018unifying aspects\u2019 provides a practical method for applying the theory to complex conceptual models.<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The use of Variation Theory to Promote Conceptual Change Abstract:\u00a0Previously, researchers believed that addressing students\u2019 alternative conceptions (commonly labelled as \u2018misconceptions\u2019), only served to waste valuable class time and complicate teachers\u2019 intended learning outcomes. More recently, educators have come to &hellip; <a href=\"https:\/\/blogs.ubc.ca\/amieljj\/title-and-abstact\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":27811,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-153","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/amieljj\/wp-json\/wp\/v2\/pages\/153","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/amieljj\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/amieljj\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/amieljj\/wp-json\/wp\/v2\/users\/27811"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/amieljj\/wp-json\/wp\/v2\/comments?post=153"}],"version-history":[{"count":4,"href":"https:\/\/blogs.ubc.ca\/amieljj\/wp-json\/wp\/v2\/pages\/153\/revisions"}],"predecessor-version":[{"id":158,"href":"https:\/\/blogs.ubc.ca\/amieljj\/wp-json\/wp\/v2\/pages\/153\/revisions\/158"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/amieljj\/wp-json\/wp\/v2\/media?parent=153"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}