NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1040092
Record Type: Journal
Publication Date: 2014-Jul
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0926-7220
Conceptual Change from the Framework Theory Side of the Fence
Vosniadou, Stella; Skopeliti, Irini
Science & Education, v23 n7 p1427-1445 Jul 2014
We describe the main principles of the framework theory approach to conceptual change and briefly report on the results of a text comprehension study that investigated some of the hypotheses that derive from it. We claim that children construct a naive physics which is based on observation in the context of lay culture and which forms a relatively coherent conceptual system--i.e., a framework theory--that can be used as a basis for explanation and prediction of everyday phenomena. Learning science requires fundamental ontological, epistemological, and representational changes in naive physics. These conceptual changes take a long time to be achieved, giving rise to fragmentation and synthetic conceptions. We also argue that both fragmentation and synthetic conceptions can be explained to result from learners' attempts assimilate scientific information into their existing but incompatible naive physics.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A