an alternative conception of the electrical interactions in the atom based on the idea that a nucleus can give rise to a set mount of force (depending on its charge) that is 'shared-out' between the electrons around it
"As one example, students commonly hold a so-called'conservation of force' conception that an atomic nucleus gives rise to a certain fixed amount of force which is shared between the electrons around it. Students will suggest that when an atom is ionised, the removed electron's share of the force is redistributed making a subsequent ionisation more difficult…" (Taber, 2019, p.459)
a theory of learning and cognition which posits conscious conceptions and conceptual frameworks are constructed by recruiting more 'primitive' combinations of tacit knowledge elements, p-prims
"…the implicit knowledge elements act as kind of conceptual toolkit – or perhaps better, a kind of conceptual identikit set… from which elements that fit specific situations are selected" (Taber, 2019, p.456)
Conceptual change is, strictly, any change in someone conceptualisations, but the research focus is often on shifts from alternative to more canonical conceptualisations: "conceptual change refers to any change in a person's conceptual understanding…this would include shifts from alternative to canonical ways of thinking, but also (in principle) changes in the opposite sense. It also encompasses shifts in the range of application of a concept (that is, the 'same' concept is actually modified when its range of application changes), or progression in the sophistication of understanding of a concept, or changes that involve the differentiation or integration of concepts, or the acquisition of new facets to a concept." (Taber, 2019, p.455)
the phenomena of someone apparently holding several alternative (/potentially completing) conceptions relating to the same canonical concept
"Sometimes a person holds one, and only one, understanding of a phenomenon. However conceptualisation is often more multifaceted: a person may understand the same phenomenon in different ways – which may, or may not, seem inconsistent….Moreover, different conceptualisations may seem complementary (rather than contrary), in which case manifold conceptions provide a richer and potentially more applicable conceptualisation" (Taber, 2019, p.453)
a way of understanding a topic/phenomenon – usually reserved for more extensive mental structures than single conceptions
Read about 'Conceptual frameworks' in research methodology
An alternative (conceptual) framework is a conceptual framework for a topic that is judged as being alternative to (inconsistent with) canonical accounts of a topic – often because it includes one or more alternative conceptions.
e.g.,
"Sometimes a common alternative conception may be embedded into a more extensive conceptual framework of ideas, as in what has been labelled the 'octet framework'." (Taber, 2020, p.451)
(Note. The term 'alternative framework' or 'alternative conceptual framework' is sometimes the term is used as synonymous to 'alternative conception' but it has been suggested that conception should be used for discrete notions, and framework for more expansive networks of linked conceptions that include non-canonical elements.)
Read about alternative conceptions and frameworks
is a theoretical perspective on learning that sees the individual learner as an active agent in their own learning, and understand that new learning is understood in terms of, and channelled through existing interpretative [interpretive] resources (understood as conceptions, conceptual frameworks, system of personal constructs or the like).
is a technique used to explore aspects of a person's construct system. The repertory grid is developed after carrying out the construct repertory test which elicits personal constructs, and allows a model to be developed of the relative relationships between a persona elicited constructs
"Having elicited labels for personal constructs, the participant is asked to then rate each element on each construct on a numerical (e.g., 5 or 7 point) scale. The outcome of this would be a grid with an entry in each cell….The strength of this type of data is that it allows a systematic analysis, to reflect aspects of the structure of a person's constructs …The quantitative data generated allows tree diagrams to be constructed similar to those used in cladistics to show the relationships among different species: these can both reflect the degrees of perceived similarity among the elements [presented to the participant in the construct repertory test] and also the degrees of similarity among the elicited constructs applied." (Taber, 2020)
three things – specifically three 'elements' presented together in the construct repertory test for a participant to consider and discriminate bwtween
in the method of triads/construct repertory test, a person is asked to make discriminations when presented with three 'elements': these are usually words or images presented on cards (but could be objects, etc.)