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ERIC Number: EJ905698
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
Reference Count: 56
ISSN: ISSN-1305-8223
Conceptual Change in Science: A Process of Argumentation
Zhou, George
EURASIA Journal of Mathematics, Science & Technology Education, v6 n2 p101-110 2010
Learning is a process of knowledge construction, individually and socially. It has both rational and irrational features. From this stance, the paper reviews an earlier model of conceptual change and its related pedagogical interventions for their inadequate attention to the irrational and social dimensions of learning. More recent developments in conceptual change pedagogy advocate the incorporation of motivational constructs and social-cultural factors, but fail to explicitly address some important issues in science education. In order to advance the conceptual change theory, the paper proposes an argument approach to teaching for conceptual change. It embraces what past models or approaches have achieved while simultaneously addressing their shortcomings. (Contains 2 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A