Abstract
The purpose of this Special Issue is to contribute towards our understanding of the
process of conceptual change by bringing together recent theoretical work in this area.
Particular emphasis is placed on the investigation of the kind of conceptual change that
takes place in the learning of the physical sciences. The question of how conceptual
change is achieved and the specification of the mechanisms that bring it about is one
of the fundamental problems of cognitive psychology today. A theory of conceptual
change is a prerequisite for any comprehensive account of learning and can have
important implications for instruction. Despite its importance, progress has been slow
both in determining the “starting point” of conceptual development as well as the possible mechanisms whereby a constructive agent builds new ideas and new forms of understanding.
process of conceptual change by bringing together recent theoretical work in this area.
Particular emphasis is placed on the investigation of the kind of conceptual change that
takes place in the learning of the physical sciences. The question of how conceptual
change is achieved and the specification of the mechanisms that bring it about is one
of the fundamental problems of cognitive psychology today. A theory of conceptual
change is a prerequisite for any comprehensive account of learning and can have
important implications for instruction. Despite its importance, progress has been slow
both in determining the “starting point” of conceptual development as well as the possible mechanisms whereby a constructive agent builds new ideas and new forms of understanding.
| Original language | English |
|---|---|
| Pages (from-to) | 3-6 |
| Number of pages | 4 |
| Journal | Learning and Instruction |
| Volume | 4 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - 1994 |
| Externally published | Yes |