Draws on the works of a number of authors to synthesize a conceptual framework (or, as we prefer, a linguistic‐conceptual system) within which to think about conceptual frameworks; indicates within that system what conceptual frameworks “are”; describes within that system what it “is” that we do when we appropriate them; specifies within that system what it “is” which we do when we apply them; suggests ways in which thinking about conceptual frameworks in the manner indicated may contribute to the development of competence in their appropriation and skilful application; points out the ways in which that competence might be expected to contribute to increased problem‐solving effectiveness, and identifies several implications for instruction. Suggests that the “theory‐practice gap” arises as a partial consequence of our failure to conceptualize adequately the “nature” of conceptual frameworks and the manner in which their use can enhance effectiveness in the analysis and reformulation of unstructured problems.
Hills, J. and Gibson, C. (1992), "A Conceptual Framework for Thinking about Conceptual Frameworks: Bridging the Theory‐Practice Gap", Journal of Educational Administration, Vol. 30 No. 4. https://doi.org/10.1108/09578239210020453
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