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A Theoretical Review and Trial Application of the 'Resources-Based View' (RBV) as an Alternative Cognitive Theory

대안적 인지 이론으로서 '자원 기반 관점'에 대한 이론적 고찰과 시험 적용

  • Received : 2015.11.03
  • Accepted : 2015.12.28
  • Published : 2015.12.31

Abstract

The purpose of this study is twofold: to theoretically review the 'resources-based view' (RBV) developed by D. Hammer and his colleagues as an alternative cognitive theory and to illustrate the usefulness of the theory by applying it to interpret a science learning activity in which undergraduate students worked together to construct a model of the seasons. The theoretical review was based on the exploration of relevant literature and dealt mainly with three types of resources: conceptual, epistemological, and practical resources. The trial application revealed that scientific models have been developed through the combination of different pieces of conceptual resources activated from participants, rather than emerging as unitary wholes. However, all the activated resources were not included into a model, and some of the conceptual resources acted as constraints to constructing a scientific model. The implications included that science educators should be attentive and responsive to students' resources and help them use the resources productively to learn science.

Keywords

resources-based view;conceptual resources;epistemological resources;practical resources;model;seasons

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Cited by

  1. Effects of Modeling-Based Science Inquiry Instruction on Elementary Students' Learning in the Unit of Seasonal Changes vol.35, pp.2, 2016, https://doi.org/10.15267/keses.2016.35.2.265

Acknowledgement

Supported by : 한국연구재단