A History of Conceptual Change Research

the date of the conceptual change research are discussed in this chapter. Conceptual information on how to correct these misconceptions and give the reasons.

Posner is the first name that will come to mind for conceptual change approach. Posner has identified four necessary condition for conceptual change in his study.These terms

1. There has been some discontent should

2. New concepts must be understood

3. A new concept in the beginning should look reasonable.

4. New concepts should provide a productive research program

Concept prevents permanent learning meaningful and misconceptions. Experiences in everyday life is often caused by misconceptions and resistant to change usually caused by daily life experiences and concepts must tamper resistant.

 question : How to change the perceptions of the teacher, experiencing the conceptual misconceptions how to follow a route?

A History of Conceptual Change Research

In this chapter the evaluation of “Conceptual Change Research” in education science is being investigated. In the article that clearly stated that many areas in the sciences, from elementary school through university level, have this characteristic, including, in physics, concepts of matter and density, Newtonian mechanics, electricity, and relativity; in biology, evolution and genetics. To learn such topics, students must go through a conceptual change. Conceptual change contrasts with less problematic learning such as skill acquisition and acquisition of facts, where difficulty may be evident, but for more apparent reasons such as sheer mass of learning, or the necessity of practice to produce quick, error free, highly refined performance.

Conceptual change is among the most central areas in the learning sciences for several reasons. First, many of the most important ideas in science seem to be affected by the challenges of problematic learning. Conceptual change also engages some of the deepest, most persistent theoretical issues concerning learning. What is knowledge in its various forms? When and why is it difficult to acquire? What is deep understanding; how can it be fostered? Conceptual change is important not only to education but also to developmental psychology, epistemology, and the history and philosophy of science.

1) Is there any benefits, come from misconceptions during education?

2)Is it possible to use the misconceptions like anchor?

A History of Conceptual Change Research

This design-based research project contributed to a much richer design, and a more informed theoretical perspective of the challenges and opportunities associated with Web supported communities. This design process allows the researcher to move beyond simply understanding the world as it is, and involves working to change it in useful ways with the broader goal of examining how these systematic changes influence learning and practice). It is this innovative aspect of design-based research that makes it such a useful methodology for advancing new theory and practice. Presented two designbased research projects in order to highlight the notion of theory-in-action as a core focus of this type of work. In the first example,  described how we used our design work to illuminate the limitation in our thinking with respect to a theory about evolving online community. Through our design-based work, we moved from a rather na¨ıve notion of “if we build it, they will come” to a focus on meeting local needs of bounded groups with community being an emergent result. Additionally, we developed other insights around issues of sociability, bounded groups, and trust. Using the second example, I illustrated how we used design-based research to evolve a theoretical framework called learning engagement theory.
In the beginning we had a relatively na¨ıve understanding of the theory and what it meant in terms of practice. Over time, as we used the design work to understand the interrelations of theory and context, we evolved our thinking – moving from a theory for design to a theory-in-context about experience.



Questions:
1)Which methods can determine the students' misconceptions?

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?

A History of Conceptual Change Research

This chapter describes the history of research on conceptual change. Teachers and traditional methods of learning areas are problematic and permanent errors. Primary school to university physics, material science in many fields, density, Newtonian mechanics and electricity, biology, evolution, and genetic changes, such as the method of conceptual issues need to go. The first difficulty of conceptual change "change" is. Students create new knowledge in the context of old ideas. The second challenge perspective and the difference of opinion. Important conceptual change in science learning. Because the learning sciences concerned with learning difficulties. Conceptual change in learning some theoretical topics are covered by a deep and lasting. Conceptual change, developmental psychology, epistemology, history and philosophy of science is about. In this chapter also described the history of conceptual change scientists who are working on this issue, and given the views of these scholars on the subject. Even the most brilliant students in the classroom based on the false ideas of wrong assumptions can be permanent. Traditional teaching methods can not overcome this problem.

Aim of this study to understand the history of conceptual change and other researchers who work on this issue and to offer suggestions to teachers.

Questions:

1. How to identify students who should be misconceptions?

2. Conceptual change learning and teaching methods which should be used?

A History of Conceptual Change Research

The purpose of this review has been to prepare readers to understand the history and state of conceptual change, and to help orient researchers to productive avenues of future pursuit.

Conceptual change also engages some of the deepest, most persistent theoretical issues concerning learning. Conceptual change is important not only to education but also to developmental psychology, epistemology, and the history and philosophy of science.

For example Kuhn’s ideas are given in the article. Ordinarily we assume that when scientists trade their existing theory for a new one, they do so on the basis of objective evidence. But Kuhn argued that adopting a new paradigm involves a certain act offaith on the part of the scientist. He allowed that a scientist could have good reasons for abandoning an old paradigm for a new one, but he insisted that reasons alone could never rationally compel a shift.

Incommensurability is the idea that two paradigms may be so different as to render impossible'any straightforward comparison of them with each other - there is no common language into which both can be translated. As a result, the proponents of different  paradigms 'fail to make complete contact with each other's viewpoints', Kuhn claimed.

Questions:  1- What are the advantages of conceptual change learning research?