Qualitative Quantitative and Experimental Concept Possession, Criteria for Identifying Conceptual Change in Science Education

2012 ◽  
Vol 22 (6) ◽  
pp. 1347-1359 ◽  
Author(s):  
Otto Lappi
Keyword(s):  
Science Education ◽  
Conceptual Change ◽  
Concept Possession

Science education, conceptual change and breaking with everyday experience

1990 ◽  
Vol 10 (1) ◽  
pp. 19-35 ◽  
Author(s):  
James W. Garrison ◽  
Michael L. Bentley
Keyword(s):  
Science Education ◽  
Conceptual Change ◽  
Everyday Experience

scholarly journals A Cultural Perspective of Conceptual Change: Re-examining the Goal of Science Education

2012 ◽  
Vol 47 (1) ◽  
pp. 109-129 ◽  
Author(s):  
George Zhou
Keyword(s):  
Science Education ◽  
Conceptual Change ◽  
Classroom Discourse ◽  
Cultural Analysis ◽  
Basic Knowledge ◽  
Cultural Perspective ◽  
Cultural Approach ◽  
Intuitive Conceptions ◽  
Approach To Teaching ◽  
Scientific Attitudes

The goal of science education is usually meant to develop students’ basic knowledge, skills, and scientific attitudes as stated in many countries’ curriculum documents, with little consideration of what backgrounds students bring into the classroom. A cultural approach to education has challenged this universal goal of science education. This paper provides a cultural analysis of conceptual change and recommends an argument approach to teaching for conceptual advancement. It argues that the outcome of classroom discourse cannot be oriented to be a replacement of students’ intuitive conceptions with scientific notions, rather coexistence between scientific understanding and culture/experience-based views is considered to be a more reasonable and realistic goal.

Conceptual change in science and science education

1992 ◽  
Vol 76 (2) ◽  
pp. 223-237 ◽  
Author(s):  
A. Villani
Keyword(s):  
Science Education ◽  
Conceptual Change
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