@article{35313,
  abstract     = {{The article discusses the explanatory power of conceptual change for research on workplace learning in digitalized workplaces. Interestingly, research on conceptual change is well-established within the area of science education but widely neglected within the broad area of workplace learning research. Digitalization of work establishes new quality of tasks and tools by integrating workers and machines into digital networks. Hence, conceptual change can be considered a core concept for identifying workers’ successful adaption to digital transformation. Therefore, conceptual change research in the area of workplace learning in digitalized workplaces is highly relevant. The article reflects upon reasons, explores the potential of conceptual change for understanding workplace learning in digitalized workplaces, and illustrates the argumentation by exemplarily referring to digitalized farming. Finally, the article provides suggestions for future research.}},
  author       = {{Harteis, Christian and Goller, Michael and Caruso, Carina}},
  journal      = {{Frontiers in Education}},
  keywords     = {{conceptual change, digitalization, workplace learning, professional development, agriculture}},
  number       = {{1}},
  title        = {{{Conceptual Change in the Face of Digitalization}}},
  doi          = {{10.3389/feduc.2020.00001}},
  volume       = {{5}},
  year         = {{2020}},
}

@inproceedings{23756,
  abstract     = {{Creativity is perceived to be one of the core competences to succeed in the modern world. It is
connected to art, music, dancing, etc., but there is just little insight into the role of creativity in
science. As data analysis plays a major role in science, creative thinking has to be used to form
theories out of observations. This study uses models-of-data to represent the mental model of
the students. Within models-of-data different observations and previous knowledge are linked
through different types of links, e.g. causal links. The goal of this study was to examine the
creative aspect of data evaluation in presence of anomalous data. The students were confronted
with two experiments which contradicted each other with regard to the underlying theory.
Afterwards the students were asked to decide about their favored theory and reasoning about
their choice in their lab reports. The model-of-data, which was reconstructed from the lab
reports of the students, was used to extract creative aspects in the mental modelling process.
Furthermore, a pre-post-questionnaire on epistemological beliefs of the students was
conducted. Students mostly acquired an unscientific view on epistemology in school. The
question was whether the confrontation with anomalous data and the triggering of creative
modelling processes have any influence on this.
The results show that most students did not take anomalous data into account in their modelling
processes. They did either not recognise or just ignore the data. Just a few students worked on
their theory because of the new, contradictory data. The students working on their theory
scored higher in the post-questionnaire, so a positive effect of creativity on scientific
epistemology can be assumed. Thus, creativity obviously gets a part of science and should be
taught in school science in order to make students aware of their own creative potential.}},
  author       = {{Pollmeier, Pascal and Fechner, Sabine}},
  booktitle    = {{The beauty and pleasure of understanding: engaging with contemporary challenges through science education. Electronic Proceedings of the ESERA 2019 Conference. }},
  editor       = {{Levrini, Olivia and Tasquir, Giulia and Kaya, Ebru and Vesterinen, Veli-Matti}},
  keywords     = {{epistemology, conceptual change, anomalous data}},
  location     = {{Bologna}},
  pages        = {{751--759}},
  publisher    = {{ALMA MATER STUDIORUM - University of Bologna}},
  title        = {{{Creativity in data analysis through confrontation with anomalous data}}},
  year         = {{2019}},
}