Conceptual Change in Science: A Process of Argumentation
George Zhou 1 *
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1 University of Windsor, Windsor, CANADA* Corresponding Author


Learning is a process of knowledge construction, individually and socially. It has both rational and irrational features. From this stance, the paper reviews an earlier model of conceptual change and its related pedagogical interventions for their inadequate attention to the irrational and social dimensions of learning. More recent developments in conceptual change pedagogy advocate the incorporation of motivational constructs and social-cultural factors, but fail to explicitly address some important issues in science education. In order to advance the conceptual change theory, the paper proposes an argument approach to teaching for conceptual change. It embraces what past models or approaches have achieved while simultaneously addressing their shortcomings.


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Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2010, Volume 6, Issue 2, 101-110

Publication date: 21 Jun 2010

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