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ERIC Number: EJ910936
Record Type: Journal
Publication Date: 2009
Pages: 16
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0126-7663
Multiple Perspectives of Conceptual Change in Science and the Challenges Ahead
Treagust, David F.; Duit, Reinders
Journal of Science and Mathematics Education in Southeast Asia, v32 n2 p89-104 2009
Conceptual change views of teaching and learning processes in science, and also in various other content domains, have played a significant role in research on teaching and learning as well as in instructional design since the late 1970s. Conceptual change can be interpreted from different individual perspectives or from multiple perspectives. In the classical epistemological perspective, cognitive outcomes predominate whilst a multiple perspective can include both cognitive and affective outcomes. In this article we refer to the interpretation of conceptual change from a multiple perspective when an analogy was used in teaching optics. Here is evidence of the potential of a significant improvement in instructional practice. However, it becomes also evident that actual practice is far from what conceptual change perspectives propose and that change of this practice continues to be a rather difficult and long-lasting process. In this article, five challenges for future research and development in conceptual change at theoretical, methodological and practical levels are identified with a deliberate emphasis on their contribution to improve instructional practice.
Southeast Asian Ministers of Education Organization Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM). Jalan Sultan Azlan Shah, 11700 Gelugor, Penang, Malaysia. Tel: +011-60-4-658-3266; Fax: +011-60-4-657-2541; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A