Conceptual Change in Science:
A Process of Argumentation

George Zhou

doi:10.12973/ejmste/75231

Conceptual Change in Science: A Process of Argumentation

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George Zhou ¹ ^*

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¹ University of Windsor, Windsor, CANADA^* Corresponding Author

Abstract

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.

Keywords

argument
cognitive conflict
conceptual change
meta-cognition

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

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

https://doi.org/10.12973/ejmste/75231

Publication date: 21 Jun 2010

Article Views: 1571

Article Downloads: 1103

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How to cite this article

APA

Zhou, G. (2010). Conceptual Change in Science: A Process of Argumentation. Eurasia Journal of Mathematics, Science and Technology Education, 6(2), 101-110. https://doi.org/10.12973/ejmste/75231

Vancouver

Zhou G. Conceptual Change in Science: A Process of Argumentation. EURASIA J Math Sci Tech Ed. 2010;6(2):101-10. https://doi.org/10.12973/ejmste/75231

AMA

Zhou G. Conceptual Change in Science: A Process of Argumentation. EURASIA J Math Sci Tech Ed. 2010;6(2), 101-110. https://doi.org/10.12973/ejmste/75231

Chicago

Zhou, George. "Conceptual Change in Science: A Process of Argumentation". Eurasia Journal of Mathematics, Science and Technology Education 2010 6 no. 2 (2010): 101-110. https://doi.org/10.12973/ejmste/75231

Harvard

Zhou, G. (2010). Conceptual Change in Science: A Process of Argumentation. Eurasia Journal of Mathematics, Science and Technology Education, 6(2), pp. 101-110. https://doi.org/10.12973/ejmste/75231

MLA

Zhou, George "Conceptual Change in Science: A Process of Argumentation". Eurasia Journal of Mathematics, Science and Technology Education, vol. 6, no. 2, 2010, pp. 101-110. https://doi.org/10.12973/ejmste/75231