The aim of this study was to empirically examine the learning process from dialectic Davydovian perspective and ascertain in what way the students’ conception grows in this process. Two students’ dialogues became the focus of concern. The students at the start received a diagnostic test. The aim of the test was to ensure whether the students possessed the required knowledge necessary to fulfill the tasks in the protocol, and whether the intended structure was novel to them. The students then participated in a teaching interview. The results indicated that conceptual growth happened in an evolutionary way. That is, in the course of learning, the student’s prior conception altered evolutionary from one form to another, but retaining everything positive.
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.