A brief history of conceptual change in science learning
DOI:
https://doi.org/10.24215/2422572Xe044Keywords:
conceptual change, models, epistemology, psychology of learningAbstract
This essay presents a brief history of the theory of conceptual change in learning, interested in unraveling how students learn science and why certain errors in scientific thinking are difficult to eradicate through teaching. Several authors sought to answer questions such as: What is modified when conceptual change occurs?; How does conceptual change occur?; What process is involved?; What mechanism produces conceptual change? The essay presents different perspectives that contribute to an in-depth understanding of the types of conceptual changes that are possible.
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