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  • Learning in the Discovery Sciences: The History of a “Radical” Conceptual Change, or the Scientific Revolution That Was Not

    Author(s)
    Roth, Michael
    Griffith University Author(s)
    Roth, Michael
    Year published
    2014
    Metadata
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    Abstract
    In this study, I provide a microgenetic-historical account of learning in an informal setting: the conceptual change that occurred while a university-based scientific research laboratory investigated the absorption of light in rod-based photoreceptors of coho salmon, which the "dogma" had suggested to be related to the migration between freshwater and saltwater environments. A morphogenetic, catastrophe theoretic model is proposed and used to structure the account of the conceptual change. The data derive from a 5-year video-based ethnographic study of the laboratory and the fish hatcheries that supplied it with hatchery-raised ...
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    In this study, I provide a microgenetic-historical account of learning in an informal setting: the conceptual change that occurred while a university-based scientific research laboratory investigated the absorption of light in rod-based photoreceptors of coho salmon, which the "dogma" had suggested to be related to the migration between freshwater and saltwater environments. A morphogenetic, catastrophe theoretic model is proposed and used to structure the account of the conceptual change. The data derive from a 5-year video-based ethnographic study of the laboratory and the fish hatcheries that supplied it with hatchery-raised and wild coho at different developmental stages. Because the scientists collected their data over a 2-year period, slowing down the availability of what they would be saying were their complete data, opportunities arose for studying the conceptual change ethnographically. The study reports difficulties scientists encountered interpreting their data-because they (a) took a dogma-related perspective, (b) had to reconstruct and become familiar with the context from which they had abstracted their specimen, (c) required a biologically relevant rather than mathematically plausible explanation, and (d) exhibited aspect blindness that only disappeared as their familiarity increased.
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    Journal Title
    Journal of the Learning Sciences
    Volume
    23
    Issue
    2
    DOI
    https://doi.org/10.1080/10508406.2014.893435
    Subject
    Specialist Studies in Education not elsewhere classified
    Specialist Studies in Education
    Publication URI
    http://hdl.handle.net/10072/67566
    Collection
    • Journal articles

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