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Conceptual changes for and during working life.

Henny P A Boshuizen1,2, Stella Vosniadou3, Erno Lehtinen2

  • 1Open University of the Netherlands, Faculty of Educational Science, Valkenburgerweg 177, 6419 AT Heerlen, the Netherlands.

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|October 12, 2020
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Summary
This summary is machine-generated.

This study explores conceptual change beyond school settings, examining how professional learning and expertise development drive knowledge restructuring in the workplace. It investigates extending conceptual change research to adult professional learning contexts.

Keywords:
Conceptual changeExpertise developmentProfessional careerRadical change in the work environmentWorkplace learning

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Area of Science:

  • Educational Psychology
  • Workplace Learning
  • Cognitive Science

Background:

  • Rapid societal and technological changes necessitate knowledge restructuring.
  • Existing conceptual change research primarily focuses on young learners in academic settings.
  • Workplace learning involves unique interactions between expertise development and conceptual change.

Purpose of the Study:

  • To investigate the extension of conceptual change research from school settings to professional working life.
  • To explore the mechanisms and processes of conceptual change in adult learners within workplace contexts.
  • To bridge the gap between traditional conceptual change theory and the realities of professional development.

Main Methods:

  • Literature review of conceptual change research.
  • Analysis of workplace learning and expertise development processes.
  • Theoretical framework development for conceptual change in professional contexts.

Main Results:

  • Conceptual change in professional life is distinct from school-based learning.
  • Expertise development and workplace learning are critical factors influencing conceptual change in adults.
  • Existing conceptual change models require adaptation for professional contexts.

Conclusions:

  • Conceptual change research can and should be extended to understand learning in professional settings.
  • Further research is needed to develop and validate models of conceptual change for workplace learning.
  • Understanding conceptual change in professional life is crucial for effective adult education and training programs.