{"title":"A Theoretical Review and Trial Application of the ‘Resources-Based View’ (RBV) as an Alternative Cognitive Theory","authors":"P. Oh","doi":"10.14697/JKASE.2015.35.6.0971","DOIUrl":null,"url":null,"abstract":"Received 3 November 2015Received in revised form 25 November 201527 December 2015Accepted 28 December 2015The 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 combi-nation 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.","PeriodicalId":107400,"journal":{"name":"Journal of the Korean Association for Research in Science Education","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2015-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of the Korean Association for Research in Science Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14697/JKASE.2015.35.6.0971","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 6
Abstract
Received 3 November 2015Received in revised form 25 November 201527 December 2015Accepted 28 December 2015The 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 combi-nation 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.