Confronting Conceptual Challenges in Thermodynamics by Use of Self-Generated Analogies (original) (raw)

The Latest Research on Conceptual Change from Developmental Psychology

Science & Education, 2019

Conceptual change is perhaps the largest research domain in science education. Beginning with the 'misconceptions' literature of the late 1970s and 1980s, 1 when hundreds of papers reported learners' intuitive beliefs concerning force and motion, conceptual change has become a subject of research in its own right, not only in education research but also in cognitive psychology. Of course, conceptual change as a subject in psychology has a history of its own, such as the legacy of Piaget (e.g. assimilation, accommodation and his stage theory of cognitive development), Vygotsky (e.g. how 'complexes' develop into pseudoconcepts and then concepts), Bartlett (his schema theory) and others. Nevertheless, conceptual change in psychology has been informed by the research in education and vice versa. Core Knowledge and Conceptual Change may be considered as a pinnacle of this research development. Although apparently written for cognitive psychologists and graduate courses in developmental psychology, this book will be of immense value to science and mathematics educators, either in the practice of teaching science and mathematics or in the pursuit of scholarship. What are the changes in conceptual change? Are 'misconceptions' replaced or supplanted by sound scientific conceptions? This book not only offers ways of dealing with student concepts (for example, Chapter 3, How is Conceptual Change Possible? Insights from Science Education, throws light on the epistemological and ontological challenges that face the learning of atomic-molecular theory), but it also offers a coherent explanation of how we are born with innate core representations of objects, numbers, events and agents that map onto Science & Education

Capturing and Modeling the Process of Conceptual Change

Learning and instruction, 1994

A theoretical framework is outlined in this article that attempts to explain the nature of conceptual change that takes place in the learning of physical science. It is argued that a naive framework theory of physics is established early on in infancy and forms the basis of individuals' ...

Understanding conceptual change: connecting and questioning

Cultural Studies of …, 2008

We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual change research for the teachers and students with whom we work.

Student Conceptions and Conceptual Change: Three Overlapping Phases of Research

Student conceptions and conceptual change 1 From the 1970's onwards, researchers have tried to understand the content and nature of student conceptions, how these conceptions can both hinder and contribute to learning, and how student conceptions change to resemble those of scientists. Progress in understanding student conceptions and the process of change has led to suggestions for how to design more effective instruction. The literature on student conceptions and their change is vast, as evidenced by a periodically updated bibliography containing thousands of publications . No single review can do justice to it all.

Conceptual Change and Education

Human Development, 2007

In order to understand the advanced, scientific concepts of the various disciplines, students cannot rely on the simple memorization of facts. They must learn how to restructure their naive, intuitive theories based on everyday experience and lay culture. In other words, they must undergo profound conceptual change. This type of conceptual change cannot be achieved without systematic instruction that takes into consideration both individual, constructivist and sociocultural factors. Teachers must find ways to enhance individual students' motivation by creating a social classroom environment that supports the creation of intentional learners who can engage in the deep and enduring comprehension activities required for the revision of conceptual knowledge.