Conceptual Change

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Abstract

    Research on conceptual change has emerged in recent years as an important area in developmental and educational psychology. Conceptual change research investigates knowledge acquisition processes both in child development and with older learners, particularly in situations where the new information to be learned is very different from learners’ prior beliefs and requires the radical revision of prior knowledge and/or the creation of new concepts.

    The problem of conceptual change became first apparent to philosophers and historians of science in their attempts to explain how scientific theories change. According to T. S. Kuhn (1970), normal science operates within sets of shared beliefs, assumptions, commitments, and practices that constitute “paradigms.” Discoveries emerge over time that cannot be accommodated within the existing paradigm.
    Original languageEnglish
    Title of host publicationEncyclopedia of Educational Theory and Philosophy
    EditorsD C Phillips
    PublisherSAGE
    Number of pages5
    ISBN (Electronic) 9781483346229
    ISBN (Print)9781452230894
    DOIs
    Publication statusPublished - 26 Sep 2014

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  • Cite this

    Vosniadou, S. (2014). Conceptual Change. In D. C. Phillips (Ed.), Encyclopedia of Educational Theory and Philosophy SAGE. https://doi.org/10.4135/9781483346229, https://doi.org/10.4135/9781483346229.n78