Synthese 80 (1):163 - 183 (1989)

Authors
Nancy Nersessian
Harvard University
Abstract
There is substantial evidence that traditional instructional methods have not been successful in helping students to restructure their commonsense conceptions and learn the conceptual structures of scientific theories. This paper argues that the nature of the changes and the kinds of reasoning required in a major conceptual restructuring of a representation of a domain are fundamentally the same in the discovery and in the learning processes. Understanding conceptual change as it occurs in science and in learning science will require the development of a common cognitive model of conceptual change. The historical construction of an inertial representation of motion is examined and the potential instructional implications of the case are explored.
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DOI 10.1007/BF00869953
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References found in this work BETA

The Structure of Scientific Revolutions.Thomas Samuel Kuhn - 1962 - Chicago: University of Chicago Press.
The Structure of Scientific Revolutions.Thomas S. Kuhn - 1962 - University of Chicago Press.

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Citations of this work BETA

The Conceptual Structure of the Chemical Revolution.Paul Thagard - 1990 - Philosophy of Science 57 (2):183-209.
Should Physicists Preach What They Practice?Nancy J. Nersessian - 1995 - Science & Education 4 (3):203-226.

View all 31 citations / Add more citations

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