Initial and scientific understandings and the problem of conceptual change

Research output: Chapter in Book/Report/Conference proceedingChapter

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Abstract

This chapter describes the framework theory approach to conceptual change in science learning. On this view, conceptual change is not a sudden replacement of a naïve physics with a scientific theory but a slow, gradual and constructive process of concept revision and formation. Central to this approach is the idea that knowledge acquisition starts with the construction of framework theories. Framework theories are implicit and skeletal conceptual structures that lack the consistency and explanatory power of scientific theories but are nevertheless principle-based systems that support explanation and prediction and exert a continuous influence on the process of learning science creating fragmentation and synthetic conceptions.

Original languageEnglish
Title of host publicationConverging perspectives on conceptual change
Subtitle of host publicationmapping an emerging paradigm in the learning sciences
EditorsTamer G Amin, Olivia Levrini
Place of PublicationLondon
PublisherRoutledge
Chapter2
Pages17-25
Number of pages9
Edition1st
ISBN (Electronic)9781315467139
ISBN (Print)9781138205390
DOIs
Publication statusPublished - 2017

Keywords

  • framework theory
  • conceptual change
  • science learning

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    Vosniadou, S. (2017). Initial and scientific understandings and the problem of conceptual change. In T. G. Amin, & O. Levrini (Eds.), Converging perspectives on conceptual change: mapping an emerging paradigm in the learning sciences (1st ed., pp. 17-25). Routledge. https://doi.org/10.4324/9781315467139