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- W2010282495 abstract "The article challenges the model of conceptual change widely shared within the “alternative frameworks” movement in science education. Epistemological models of the evolution of scientific knowledge and the development of rational thinking have generated the metaphor of the science learner as a scientist: we argue that these models constrain rather than empower the inquiry and the interpretation of the learning processes occurring in the classroom. Our studies about learning in the biological domain approach the process of change, and examples are produced to illustrate that change is not localized in content structures, nor does it necessarily come about through conflict and replacement of pre-existing ideas and practices. Change involves a set of ways of thinking about a conceptual domain, which are elicited in specific contexts of action and discourse. It results in an “opportunistic” differentiation among contexts of interpretation. “But which is the stone that supports the bridge?,” Kublai Khan asks. “The bridge is not supported by one stone or another,” Marco answers, “but by the line of the arch they form.” Kublai Khan remains silent, reflecting. Then he adds: “Why do you speak to me of the stones? It is only the arch that matters to me.” Polo answers: “Without stones there is no arch.” (Marco Polo by Italo Calvino)." @default.
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- W2010282495 date "1994-01-01" @default.
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- W2010282495 title "Re-framing the problem of conceptual change" @default.
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- W2010282495 doi "https://doi.org/10.1016/0959-4752(94)90020-5" @default.
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