Many science curriculum development projects have the goal of increasing students' ability to employ scientific or formal reasoning strategies. Argues that longitudinal data of students who acquired formal reasoning strategies as a consequence of specific instruction are needed to provide evidence that these skills will help in other academic…

A general model of conceptual change which is largely derived from current philosophy of science, but which can illuminate learning as well, is described. Some features of this model are illustrated by interviews with students studying special relativity in physics. Finally, some pedagogical implications are presented. (Author/PB)