Psychology
Student conceptions and conceptual change: Three overlapping phases of research
Document Type
Book Chapter
Abstract
From the 1970s onward, researchers have tried to understand the content and nature of student conceptions, how these conceptions can both hinder and contribute to learning, and how student conceptions change to resemble those of scientists. Progress in understanding student conceptions and the process of change has led to suggestions for how to design more effective instruction. The literature on student conceptions and their change is vast, as evidenced by a periodically updated bibliography containing thousands of publications (Duit, 2009). No single review can do justice to it all.
Publication Title
Handbook of Research on Science Education, Volume II
Publication Date
2014
First Page
57
Last Page
81
ISBN
9781136221972,9780415629379
DOI
10.4324/9780203097267
Keywords
students, conceptual change, instruction
Repository Citation
Amin, Tamer G.; Smith, Carol L.; and Wiser, Marianne, "Student conceptions and conceptual change: Three overlapping phases of research" (2014). Psychology. 859.
https://commons.clarku.edu/faculty_psychology/859
