Conceptual Change in the Face of Digitalization

Challenges for Workplaces and Workplace Learning

Datos Bibliográficos

ID22166090
AutoresChristian Harteis (0000-0002-3570-7626, Paderborn University, autor de correspondencia), Michael Göller (0000-0002-2820-9178, Paderborn University), Carina Caruso (0000-0002-0486-491X, Paderborn University)
Año2020
Volumen5
Fecha de publicación2020-01-29
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaFrontiers in Education (JOURNAL)
Identificadores de la revistaISSN: 2504-284X • E-ISSN: 2504-284X
EditorialFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2020.00001
OpenAlexW3004094037
IdiomaEN
Citas recibidas10
Referencias citadas50

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 in digital networks. Hence, conceptual change can be considered as 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

Argumentation theory · Conceptual change · Conceptual framework · Conceptual model · Digital transformation · Epistemology · Knowledge management · Pedagogy · Social science · Sociology · Workplace learning · World Wide Web · Computer Science · Engineering · Innovation, Technology, and Society · Innovative Education and Learning Practices · Service-Learning and Community Engagement