Conceptual Change, Crucial Experiments and Auxiliary Hypotheses. A Theoretical Contribution

Integrative Psychological and Behavioral Science

Volumn 44, Issue 4, 2010, Pages 288-298

  Levinas, Marcelo Leonardo ^a   Carretero, Mario ^b  

^a UNIVERSIDAD DE BUENOS AIRES   (Argentina)

^b UNIVERSIDAD AUTÓNOMA DE MADRID   (Spain)

Author keywords

Conceptual change; Crucial experiments; Epistemology; History of science; Philosophy of science

Indexed keywords

EID: 79551569521     PISSN: 19324502     EISSN: 19363567     Source Type: Journal    
DOI: 10.1007/s12124-010-9139-2     Document Type: Article

References (32)

1. Arabatzis, T., & Kindi, V. (2008). The problem of conceptual change in the philosophy and history of science. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 345-373). New York: Routledge.
2. Brewer, W. & Samarapungavan, A., (1991). Children's theories versus scientific theories: Differences in reasoning or differences in knowledge? Cognition and the symbolic processes: Applied and ecological perspectives (pp. 209-232). Hillsdale: Erlbaum.
3. Brown, H. (1977). Perception, theory and commitment. The new philosophy of science. Chicago: Precedent.
4. Cassini, A., & Levinas, M. L. (2005). "La interpretación radical del experimento de Michelson-Morley por la relatividad especial" ("The Radical Interpretation of Michelson-Morley Experiment by Special Relativity"). Scientiae Studia, 3(4), 547-581.
5. Cassini, A., & Levinas, M. L. (2009). "El éter relativista: Un cambio conceptual inconcluso", ("The Relatistic Ether: An Unfinished Conceptual Change"). Crítica (Revista Hispanoamericana de Filosofía, UNAM, México), 41(123), 3-38.
6. Copi, I. (1953). Introduction to logic. New York: MacMillan.
7. Chin, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition. Review of Educational Research, 63(1), 1-49.
8. Duhem, P. (1982). The aim and structure of physical theory. Princeton: Princeton University Press. Originally published in French: La théorie physique: Son objet, sa structure, 1906.
9. Duit, R., Treagust, D. F., & Widodo, A. (2008). Teaching science for conceptual change: Theory and practice. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 629-646). New York: Routledge.
10. Duschl, R. (2008). Science education in 3 part harmony: Balancing conceptual, epistemic and social learning goals. In J. Green, A. Luke, & G. Kelly (Eds.), Review of research in education, Vol. 32. Washington DC: AERA.
11. Duschl, R., & Grandy, R. (Eds.). (2008). Establishing a consensus agenda for K-12 science inquiry. Rotterdam: Sense.
12. Einstein, A., & Infeld, L. (1938). The evolution of physics. Cambridge: Cambridge University Press.
13. Kuhn, T. (1970). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago Press.
14. Hacking, I. (1988). Philosophers of experiment. PSA, 2, 147-156.
15. Hartman, H., & Nissim-Sabat, C. (2003). On Mach's Critique of Newton and Copernicus. American Journal of Physics, 71(11), 1163-1169.
16. Lakatos, I. (1971). History of Science and Its Rational Reconstructions. In R. Buck & R. Cohen (Eds.), Boston Studies in the Philosophy of Science, vol. VIII (pp. 91-136). Reidel: Dordrecht.
17. Laudan, L. (1977). Progress and its problems. Berkeley: University of California Press.
18. Lehrer, R., Schauble, L., & Lucas, D. (2008). Supporting development of the epistemology of inquiry. Cognitive Development, 23 (4), 512-529.
19. Levinas, M. L., & Umérez, N. (2000). Field interaction and anomalies in astrophysical and cosmological phenomena. General Relativity and Gravitation Journal, 32(1), 175-182.
20. Limón, M. (2001). On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal. Learning and Instruction, 11(4-5), 357-380.
21. Limón, M., & Carretero, M. (1999). Conflicting data and conceptual change in history experts. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives in conceptual change (pp. 137-160). Oxford: Elsevier.
22. Limón, M., & Mason, L. (Eds.). (2002). Reconsidering conceptual change: Issues in theory and practice. New York: Kluwer.
23. Nersessian, J. (2008). Mental modeling in conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change. New York: Routledge.
24. Popper, K. (1972). The logic of scientific discovery. New York: Routledge.
25. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science & Education, 66(2), 211-227.
26. Pozo, J. I., & Carretero, M. (1994). Causal theories, reasoning strategies and cognitive conflicts in Newtonian mechanics. In A. Demetriou (Ed.), Neopiagetian theories of cognitive development. Implications and applications for education (pp. 231-255). London: Routledge.
27. Quine, W. (1961). From a logical point of view (2nd ed.). New York: Harper.
28. Schnotz, W., Vosniadou, S., & Carretero, M. (Eds.). (1999). New perspectives in conceptual change. Oxford: Elsevier.
29. Sinatra, G. M., & Pintrich, P. R. (Eds.). (2003). Intentional conceptual change. Hillsdale: Erlbaum.
30. Vosniadou, S. (Ed.). (2008). International handbook of research on conceptual change. New York: Routledge.
31. Vosniadou, S., Baltas, A., & Vamvakoussi, X. (Eds.). (2007). Reframing the conceptual change approach in learning and instruction. Oxford: Elsevier.
32. Zammito, J. H. (2004). A nice derangement of epistemes: Post-positivism in the study of science from Quine to Latour. Chicago: University of Chicago Press.