These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
Hello all: Recent discussions have caused me to ponder the "concept of concept". It is not merely a property that something posseses; for water certainly contains hydrogen and oxygen regardless of whether it is labeled as such. However; if I am learning about water than I am provided the opportunity to observe and experiment with the properties water exhibits/contains. At zero degrees celsius the water freezes, at one hundred degrees celsius it boils. Again these are properties but as I am learning about them do they become concepts? That liquids freeze and boil. Is answering these questions on a science quiz enough to claim a student can conceptualize boiling and freezing? I believe LSV would answer no. So then back to the blocks experiment and what precisely was LSV proposing about the development of concepts? eric _______________________________________________ xmca mailing list xmca@weber.ucsd.edu http://dss.ucsd.edu/mailman/listinfo/xmca