You are here:

Online Discussion as a Mechanism of Conceptual Change among Mathematics and Science Teachers


JDE Volume 20, Number 2, ISSN 0830-0445 Publisher: Athabasca University Press


This study examines the extent to which conceptual change is stimulated and achieved through online discussion in the context of an online graduate course. Transcripts of discussions among 15 graduate students studying assessment issues in mathematics and science education were analyzed using an interaction analysis model developed to assess knowledge construction and conceptual change in the context of an online debate. Although evidence of authentic conceptual change was limited, significant cognitive activity supporting conceptual change was identified. We offer observations about course characteristics that contributed to conceptual change, discuss the limitations of applying an existing content analysis model to a new context, and suggest further research focusing on mathematical discourse and scientific inquiry in the online environment. (Contains 2 tables and 1 figure.)


Luebeck, J.L. & Bice, L.R. (2005). Online Discussion as a Mechanism of Conceptual Change among Mathematics and Science Teachers. The Journal of Distance Education / Revue de l'ducation Distance, 20(2), 21-39. Athabasca University Press. Retrieved November 21, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.


Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact