'Scandinavian University Press / Universitetsforlaget AS'
Abstract
This article investigates the development of conceptual understanding in adolescents as a trajectory that spans physical and institutional boundaries. The study follows a group of secondary school students as they engage in a series of museum-led workshop activities related to architecture. A sociocultural approach frames our analysis of the structuring resources that are central to the students’ emergent understanding of a key architectural design concept over a two-day period