Conceptual change is relation between concepts and individuals' minds. Research in three different fields: Developmental psychology, science education, and history and philosophy of science. Indeed, in their effort to understand how concepts change in content and organization, has led to the emergence of an interdisciplinary another field in its own right. This field is referred to as “conceptual change” research. Conceptual change was motivated by problems identified in the stage theory of cognitive development advocated by J. Piaget. In parallel, researchers in science education were learning that one of the main reasons students often found scientific concepts like force difficult to understand was the intuitive concepts about the natural world that students brought with them to the classroom. Misconceptions include entrenched false beliefs that need to be overcome. Kuhn argued that changes in the scientific understanding of the natural world should not be seen as a gradual, incremental progress toward ever better understanding. Conceptual change research is difficult to review. Problems (what changes; why is change difficult; how does it happen?) have led only slowly to solutions, and solutions have been tentative and partial.  In addition, the relation of multiple disciplines has produced a many of orientations and theories. There are, in fact, no widely accepted, well-articulated, and tested theories of conceptual change. Instead, the field consists of multiple views that combine many common-sense and theoretical ideas in kaleidoscopic fashion. Piece of knowledge and theory development have 3 categories in conceptual change. These categories are explained: Students age is effective on what students know and think, childhood stage and psychology exist conceptual change, intuitive ideas provide conceptual change. It shouldn’t be forgotten more effort exist more result. In addition to, concepts and beliefs are not constrained because that is impossible. And we change models easy but theories aren’t change easily. Mental entities are nested and they are in the systems. My questions:

We can’t understand conceptual change (or misconceptions) when we look at students’ face but we can understand examine or ask question to students. What are another ways of understanding conceptual change? 

And I didn’t understand if curriculum designs consider to conceptual change why students have failure?