Conceptual change: A powerful framework for improving science teaching and learning

International Journal of Science Education

Volumn 25, Issue 6, 2003, Pages 671-688

  Duit, Reinders ^a   Treagust, David F ^b  

^a LEIBNIZ INSTITUTE FOR SCIENCE AND MATHEMATICS EDUCATION   (Germany)

^b CURTIN UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

CONCEPTUAL FRAMEWORK; LEARNING; TEACHING;

EID: 0344667761     PISSN: 09500693     EISSN: None     Source Type: Journal    
DOI: 10.1080/09500690305016     Document Type: Article

References (91)

1. ANDERSON, R. D., and HELMS, J. V. (2001) The ideal of standards and the reality of schools: needed research. Journal of Research in Science Teaching, 38, 3-16.
2. BACHELARD, G. (1968) The Philosophy of No. A philosophy of the new scientific mind. New York: The Orion Press.
3. BAUMERT, J., and KÖLLER, O. (2001) Unterrichtsgestaltung, verständnisvolles Lernen und multiple Zielerreichung irn Mathematik- und Physikunterricht der gymnasialen Oberstufe [Instructional patterns, insightful learning and achieved literacy in upper secondary mathematics and physics instruction]. In J. Baumert, W. Bos & R. Lehmann, Eds., TIMSS/ III. Dritte Internationale Mathematik- und Naturwissenschaftsstudie. Mathematische und naturwissenschaftliche Bildung am Ende der Schullaufbahn. Band 2: Mathematische und physikalische Kompetenzen am Ende der gymnasialen Oberstufe (pp. 271-316) Opladen, Germany: Leske + Budrich.
4. BEETH, M. (2001) Systemic reform in mathematics and science education in Ohio (USA): 1991-2000. In D. Psillos, P. Kariotoglou, V. Tselfes, G. Bisdikian, G. Fassoulopoulos, E. Hatzikraniotis and M. Kallery, Eds, Proceedings of the Third International Conference on Science Education Research in the Knowledge Based Society, Vol. 1 (pp. 198-200). Thessaloniki, Greece: Aristotle University of Thessaloniki.
5. BEETH, M., DUTT, R., PRENZEL, M., OSTERMEIER, C., TYTLER, R., and WICKMAN, P. O. (2003) Quality development projects in science education. In D. Psillos, P. Kariotoglou, V. Tselfes, G. Fassoulopoulos, E. Hatzikraniotis & M. Kallery, Eds., Science Education research in the knowledge based society. Dordrecht, The Netherlands: Kluwer Academic Publishers (in press).
6. BENT, H. (1984) Uses (and abuses) of models in teaching chemistry. Journal of Chemical Education, 61, 774-777.
7. BEREITER, C., and SCARDAMALIA, M. (1989) Intentional learning as a goal of instruction. In L. B. Resnick et al., Eds, Knowing, learning and instruction: essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum Associates.
8. BIEMANS, H. J. A., DEEL, O. R., and SIMONS, R. J. (2001) Differences between successful and less successful students while working with the CONTACT-2 strategy. Learning and Instruction, 11, 265-282.
9. BYBEE, R. W. (1997) Towards an understanding of scientific literacy. In W. Gräber & K. Bolte (Eds.), Scientific literacy (pp. 37-68). Kiel, Germany: IPN - Leibniz Institute for Science Education at the University of Kiel.
10. CAREY, S. (1985) Conceptual change in childhood. Cambridge, MA: A Bradford Book. The MIT Press.
11. CARR, M. (1984) Model confusion in chemistry. Research in Science Education, 14, 97-103.
12. CHI, M. T. H., SLOTTA, J. D., and DE LEEUW, N. (1994) From things to process: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.
13. CHIU, M-H, CHOU, C-C, and LIU, C-J (2002) Dynamic processes of conceptual change: Analysis of constructing mental models of chemical equilibrium. Journal of Research in Science Teaching, 39, 713-737.
14. CHINN, C. A., and BREWER, W. F. (1993) The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science education. Review of Educational Research, 63, 1-49.
15. DEBOER, G. E. (2000) Scientific literacy: another look at its historical and contemporary meaning and its relationship to science education reform. Journal of Research in Science Teaching, 37, 582-601.
16. DRIVER, R. and OSBORNE, J. (1998, April) Reappraising science education for scientific literacy. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), San Diego.
17. DRIVER, R. (1989) Changing conceptions. In P. Adey, Ed., Adolescent development and school practice (pp. 79-103). London: Falmer Press.
18. DUTT, R., and TREAGUST, D. (1998) Learning in science - From behaviourism towards social constructivism and beyond. In B. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 3-26). Dordrecht, The Netherlands: Kluwer Academic Publishers.
19. DUIT, R. (1998, April) Towards multi-perspective views of science learning and instruction. Paper presented at the annual meeting of the American Educational Research Association in San Diego.
20. DUIT, R. (1999) Conceptual change approaches in science education. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 263-282). Amsterdam, NL: Pergamon.
21. DUIT, R. (2002a) Bibliography STCSE: Students' and teachers' conceptions and science education. Kiel, Germany: IPN - Leibniz Institute for Science Education (ushttp://www.ipn.uni-kiel.de/us)
22. DUIT, R. (2002b) Visions, research, and school practice. In R. Cross, Ed., A vision for science education: Responding to the work of Peter Fensham (pp. 155-169). London: Routledge Falmer.
23. DYKSTRA, D. I. (1992) Studying conceptual change: Constructing new understandings. In R. Duit, F. Goldberg, & H. Niedderer. (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 40-58). Proceedings of an international workshop. Kiel, Germany: IPN - Leibniz Institute for Science Education.
24. FENSHAM, P., and HARLEN, W. (1999) School science and public understanding of science. International Journal of Science Education, 21, 755-763.
25. FENSHAM, P. (2001) Science content as problematic - Issues for research. In H. Behrendt, H. Dahncke, R. Duit, W. Gräber, M. Komorek, A. Kross & P. Reiska, Eds., Research in science education - Past, present, and future (pp. 27-41). Dordrecht, The Netherland: Kluwer Academic Publishers.
26. FISCHLER, H. (1994) Concerning the difference between intention and action: Teachers' conceptions and actions in physics teaching. In I. Carlgren, G. Handal & S. Vaage, S., Eds., Teachers' minds and actions: Research on teachers' thinking and practice (pp. 165-180). London: The Falmer Press.
27. GARNETT, P. J. and TREAGUST, D. F. (1992) Conceptual difficulties experienced by senior high school students of electrochemistry: electric circuits and oxidation reduction equations. Journal of Research in Science Teaching, 29, 121-142.
28. GEORGHIADES, P. (2000) Beyond conceptual change learning in science education: focusing on transfer, durability and metacognition. Educational Research, 42(2), 119-139.
29. GILBERT, J. K. and BOULTER, C. J. (1998) Learning science through models and modeling. In. In B. Fraser & K. Tobin (Eds.), International handbook of science education (pp. 53-66). Dordrecht, The Netherlands: Kluwer Academic Publishers.
30. GILBERT, J. K. (Ed.) (1993) Models and modeling in science education. Hatfield, Herts, UK: Association for Science Education.
31. GILBERT, J. K., OSBORNE, R. J., and FENSHAM, P. (1982) Children's science and its implications for teaching. Science Education, 66, 625-633.
32. GRÄBER, W., and BOLTE, K. (Eds.) (1997) Scientific literacy. Kiel, Germany: IPN Leibniz-Institute for Science Education.
33. GREENO, J. G., COLLINS, A. M., and RESNICK, L. B. (1997) Cognition and learning. In D. C. Berliner & R. C. Calfee, Eds., Handbook of educational psychology (pp. 15-46). New York: Simon & Schuster Macmillan.
34. GROSSLIGHT, L., UNGER, C., JAY, E. and SMITH, C. (1991) Understanding models and their use in science: Conceptions of middle and high school students and experts. Journal of Research in Science Teaching, 28, 799-822.
35. GUZETTI, B., and HYND, C., Eds. (1998) Perspectives on conceptual change. Mahwah, NJ: Lawrence Erlbaum.
36. GUZETTI, B. J., SNYDER, T. E., GLASS, G. V. and GAMAS, W. S. (1993) Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education. Reading Research Quarterly, 28, 116-159.
37. HARLEN, W. (2001) The assessment of scientific literacy in the OECD/PISA project. In H. Behrendt, H. Dahncke, R. Duit, W. Gräber, M. Komorek & A. Kross, Eds, Research in Science Education - past, present and future (pp. 49-60). Dordrecht: The Netherlands: Kluwer Academic Publishers.
38. HARRISON, A. G., and TREAGUST, D. F. (2000) Learning about atoms, molecules and chemical bonds: A case-study of multiple model use in grade-11 chemistry. Science Education, 84, 352-381.
39. HENNESSEY, M. G. (1993, April) Students' ideas about their conceptualisation: Their elicitation through instruction. Paper presented at the Annual Meeting of the American Educational Research Association. Atlanta, GA.
40. HEWSON, P. W. (1981) A conceptual change approach to learning science. European Journal of Science Education, 3, 383-396.
41. HEWSON, P. W. (1982) A case study of conceptual change in special relativity: The influence of prior knowledge in learning. European Journal of Science Education, 4, 61-78.
42. HEWSON, P. W. (1996) Teaching for conceptual change. In D. F. Treagust, R. Duit & B. J. Fraser (Eds.), Improving teaching and learning in science and mathematics (pp. 131-140). New York: Teachers College Press
43. HEWSON, P. W., and HEWSON, M. G. A'B. (1984) The role of conceptual conflict in conceptual change and the design of science instruction. Instructional Science, 13, 1-13.
44. HEWSON, P. W., and HEWSON, M. G. A'B. (1988) An appropriate conception of teaching science: A view from studies of learning. Science Education, 72(5) 597-614.
45. HEWSON, P. W., and HEWSON, M. G. A'B. (1992) The status of students' conceptions. In R. Duit, F. Goldberg, & H. Niedderer. (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 59-73). Proceedings of an international workshop. Kiel, Germany: IPN - Leibniz Institute for Science Education.
46. HEWSON, P. W., and LEMBERGER, (2000) Status as the hallmark of conceptual change. In Millar, R., Leach, J., & Osborne, J (Eds.), Improving science education (pp. 110-125). Buckingham, UK: Open University Press.
47. HEWSON, P. W., and THORLEY, N. R. (1989) The conditions of conceptual change in the classroom. International Journal of Science Education, 11, Special Issue, 541-553.
48. HEWSON, P., and HENNESSEY, M. G. (1992) Making status explicit: A case study of conceptual change. In R. Duit, F. Goldberg, & H. Niedderer. (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 176-187) Proceedings of an international workshop. Kiel, Germany: IPN - Leibniz Institute for Science Education.
49. JUNG, W. (1993) Hilft die Entwicklungspsychologie dem Physikdidaktiker [Does developmental psychology help the physics educator?]. In R. Duit & W. Gräber (Eds.), Kognitive Entwicklung und naturwissenschaftlicher Unterricht (pp. 86-107). Kiel, Germany: IPN - Leibniz Institute for Science Education.
50. KAESTLE, C. F. (1993) The awful reputation of educational research. Educational Researcher, 22(1), 23-31.
51. KENNEDY, M. M. (1997) The connection between research and practice. Educational Researcher, 26(7), 4-12.
52. KUHN, T. S. (1970) Structure of scientific revolutions. 2nd edition. Chicago: University of Chicago Press.
53. LAWSON, A. E., ABRAHAM, M. R., and RENNER, J. W. (1989) A theory of instruction: Using the learning cycle to teach science concepts and thinking skills. NARST Monograph Number One. University of Cincinati: National Association for Research in Science Teaching.
54. LIJNSE, P. (2000) Didactics of science: The forgotten dimension in science education research. In Millar, R., Leach, J., & Osborne, J. (Eds.), Improving science education (pp. 308-326). Buckingham, UK: Open University Press.
55. LIMON, M. and MASON, L. (Eds.) (2002) Reconsidering conceptual change: Issues in theory and practice. Dordrecht, The Netherlands : Kluwer Academic Publishers.
56. LIMON, M. (2001) On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal. Learning and Instruction, 11, 357-380.
57. MASON, L., Ed. (2001) Instructional practices for conceptual change in science domains. Learning and Instruction, 11, 259-429 (Special Issue).
58. MATTHEWS, M. (1993) Constructivism and science education: Some epistemological problems. Journal of Science Education and Technology, 2, 359-369.
59. McCOMAS, W. F., Ed. (1998) The nature of science in science education - rationales and strategies. Dordrecht, The Netherlands: Kluwer Academic Publishers.
60. MORTIMER, E. F. (1995) Conceptual change or conceptual profile change? Science & Education, 4, 267-285.
61. NORMAN, D. A. (1983) Some observations on mental models. In D. Gentner and A. L. Stevens (Eds.), Mental models (pp. 7-14). Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers Inc.
62. OECD-PISA (1999) Measuring student knowledge and skills: A new framework for assessment. Paris: OECD.
63. PINTRICH, P. R., MARX, R. W. and BOYLE, R. A. (1993) Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.
64. POSNER, G. J., STRIKE, K. A., HEWSON, P. W., and GERTZOG, W. A. (1982) Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.
65. PRENZEL, M., and DUIT, R. (2000, April) Increasing the efficiency of science and mathematics instruction: report of a national quality development programme. Paper presented at the annual meeting of the National Association for Research in science Teaching (NARST), New Orleans.
66. PRENZEL, M., DUIT, R., EULER, M., GEISER, H., HOFFMANN, L., LEHRKE, M., MÜLLER, C., RIMMELE, R., SEIDEL, T., and WIDODO, A. (2002) Eine Videostudie über Lehr-Lern- Prozesse im Physikunterricht [A video-study on teaching and learning processes in physics instruction]. Zeitschrift für Pädagogik, 48 [45. Beiheft], 139-156.
67. ROTH, K. J., DRUKER, S., KAWANAKA, T., OKAMOTO, Y., TRUBACOVA, D., WARVI, D., RASMUSSEN, D., and GALLIMORE, R. (2001, March) Uses of video-based technology and conceptual tools in research: the case of the TIMSS-R Video Study. Paper presented at the annual meeting of the National Association for Research on Science Teaching (NARST), St. Louis, MO.
68. RUSSELL, J. W., KOZMA, R. B., JONES, T., WYKOFF, J., MARX, N. and DAVIS, J. (1997) Use of simultaneous-synchronised macroscopic, microscopic and symbolic representations to enhance the teaching and learning of chemical concepts. Journal of Chemical Education, 74(3), 330-334.
69. SALOMON, G., and GLOBERSON, T. (1987) Skill may not be enough: the role of mindfulness in learning and transfer. International Journal of Educational Research, 11, 623-637.
70. SCHNOTZ, W., VOSNIADOU, S. and CARRETERO, M., Eds. (1999) New perspectives on conceptual change. Amsterdam, NL: Pergamon.
71. SINATRA, G. M., and PINTRICH, P. R., Eds (2003) Intentional conceptual change. Mahwah, NJ: Earlbaum.
72. STIGLER, J. W., GONZALES, P., KAWANAKA, T., KNOLL, S., and SERRANO, A. (1999) The TIMSS Videotape Classroom Study. Methods and findings from an exploratory research project on eighth- grade mathematics instruction in Germany, Japan, and the United States. Washington, D.C.: US Department of Education.
73. STRIKE, K. A. and POSNER, G. J. (1985) A conceptual change view of learning and understanding. In L. West & L. Pines (Eds), Cognitive structure and conceptual change (pp. 259-266). Orlando. FL.: Academic Press.
74. STRIKE, K. A., and POSNER, G. J. (1992) A revisionist theory of conceptual change. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 147-176). New York: State University of New York Press.
75. THAGARD, P. (1992) Conceptual revolutions. Princeton, NJ: Princeton University Press
76. TOULMIN, S. (1972) Human Understanding: Vol. 1. Oxford: Oxford University Press.
77. TREAGUST, D. F., HARRISON, A. G., VENVILLE, G. J., and DAGHER, Z. (1996) Using an analogical teaching approach to engender conceptual change. International Journal of Science Education, 18, 213-229.
78. TYSON, L. M., VENVILLE, G. J., HARRISON, A. G., and TREAGUST, D. F. (1997) A multidimensional framework for interpreting conceptual change in the classroom. Science Education, 81, 387-404.
79. TYTLER, R., and CONLEY, H. (2001) The science in schools research project: improving science teaching and learning in Australian schools. In D. Psillos, P. Kariotoglou, V. Tselfes, G. Bisdikian, G. Fassoulopoulos, E. Hatzikraniotis & M. Kallery, Eds, Proceedings of the Third International Conference on Science Education Research in the Knowledge Based Society. Vol. 1 (pp. 204-206). Thessaloniki, Greece: Aristotle University of Thessaloniki.
80. VAN DER VEER, R., and VALSINER, J. (1991) Understanding Vygotsky: A quest for synthesis. Oxford, UK: Blackwell.
81. VENVILLE, G. J., and TREAGUST, D. F. (1998) Exploring conceptual change in genetics using a multidimensional interpretive framework. Journal of Research in Science Teaching, 35, 1031-1055.
82. VON GLASERSFELD, E. (1989) Constructivism in education. In T. Husen & T. N. Postlethwaite, Eds., The international encyclopaedia of education (pp.162-163). New York: Pergamon Press.
83. VOSNIADOU, S., and IOANNIDES, C. (1998) From conceptual change to science education: a psychological point of view. International Journal of Science Education, 20, 1213-1230.
84. VOSNIADOU, S. (1994) Capturing and modelling the process of conceptual change. Learning and Instruction, 4, 45-69.
85. VOSNIADOU, S. (1996) Towards a revised cognitive psychology for new advances in learning and instruction. Learning and Instruction, 6, 95-109.
86. VOSNIADOU, S., IOANNIDES, C., DIMITRAKOPOULUO, A., and PAPADEMETRIOU, E. (2001) Designing learning environments to promote conceptual change in science. Learning and Instruction, 11, 381-419.
87. WANDERSEE, J. H., MINTZES, J. J., and NOVAK, J. D. (1994) Research on alternative conceptions in science. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp. 177-210). New York: Macmillan.
88. WANG, M. C., HAERTEL, G. D., and WALBERG, H. J. (1993) Towards a knowledge base for school learning. Review of Educational Research, 63 (3), 249-294.
89. WIDODO, A. and DUIT, R. (2002, June) Conceptual change views and the reality of classroom practice. Paper presented at the Third European Symposium on Conceptual Change. Turku, Finland.
90. WIDODO, A., DUIT, R. and MÜLLER, C. (2002, April) Constructivist views of teaching and learning in practice: Teachers' views and classroom behaviour. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans.
91. WRIGHT, E. (1993) The irrelevancy of science education research: perception or reality? NARST News, 35(1), 1-2.