concept concept inventory is conducted, prepared by Otto Lappi and Anna-Mari Rusanen. The inventory is meant to be open for inputs during the whole workshop series. The answers and their analysis are used to discuss the concept of concept as a background for the discussion regarding conceptual change.
Stella Vosniadou, Stellan Ohlsson, Gualtiero Piccinini, Frank Zenker, Uskali Mäki, Ola Halldén, Åsa Larsson and Erno Lehtinen. In her presentation, Stella Vosniadou discussed conceptual change in the context of learning science and mathematics. Based on Vosniadou's long-term research in this area, she described her framework theory, its theoretical basis and practical application in education. A particular theme was the fragmentation and misconceptions as a potential initial product of instruction.
recent book. He started the presentation by comparing two metaphors on ontology: the world as a clockwork versus the world as an earthquake. The latter view emphasizes the unpredictable and history-dependent nature of complex systems. A cognitive implication is that turbulence renders prior knowledge obsolete which underlies the need for non-monotonic cognitive change. In relation to empirical research on education, Ohlsson pointed out four methodological difficulties: temporally coarse grained data, partially known prior knowledge, insufficient control of experimental variables, and hard-to-know knowledge assessments.
background information, he introduced the self-organizing map (SOM) model that was used in the analysis. He also discussed the SOM as an adaptive conceptual model (or as a component in such model). This kind of connection has been pointed out, among others, also by Risto Miikkulainen, Peter Gärdenfors and Brian MacWhinney. Furthermore, Grounded Intersubjective Concept Analysis (GICA) was introduced as a means to study individual or subjective differences in understanding.