Synthese 80 (1):163 - 183 (1989)
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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.
Faraday to Einstein: Constructing Meaning in Scientific Theories.Nancy Nersessian - 1984 - Kluwer Academic Publishers.
Metaphysics and Measurement: Essays in the Scientific Revolution.Alexandre Koyré - 1968 - Gordon and Breach Science Publishers.
View all 16 references / Add more references
Citations of this work BETA
International Handbook of Research in History, Philosophy and Science Teaching.Michael R. Matthews (ed.) - 2014 - Springer.
Science Is Awe-Some: The Emotional Antecedents of Science Learning.Piercarlo Valdesolo, Andrew Shtulman & Andrew S. Baron - 2017 - Emotion Review 9 (3):215-221.
The Conceptual Structure of the Chemical Revolution.Paul Thagard - 1990 - Philosophy of Science 57 (2):183-209.
History, Philosophy, and Science Teaching: The Present Rapprochement.Michael R. Matthews - 1992 - Science & Education 1 (1):11-47.
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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