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Reframing the Classical Approach to Conceptual Change: Preconceptions, Misconceptions and Synthetic Models

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Second International Handbook of Science Education

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 24))

Abstract

We argue that science concepts are difficult to learn because they are embedded in different explanatory frameworks from those currently accepted by science. Students mechanically employ the usual enrichment mechanisms to add scientific information to existing but incompatible knowledge structures, destroying their coherence and creating internal inconsistency and misconceptions. We explain many misconceptions to be synthetic models resulting from implicit assimilatory processes through which new information is added onto existing but incompatible stored information in the knowledge base. Effective science instruction needs to deal with the problem of conceptual change. To do so, curricula and instruction needs to be designed to provide students with all information necessary to restructure their initial ontology, whilst also developing a more sophisticated epistemology and understanding of conceptual models. This type of instruction requires substantial sociocultural support.

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Authors and Affiliations

  1. Department of Philosophy and History of Science, University of Athens, Athens, Greece

    Stella Vosniadou

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  1. Stella Vosniadou
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Correspondence to Stella Vosniadou .

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Editors and Affiliations

  1. Science & Mathematics Education Centre, Curtin University of Technology, Perth, West Australia, Australia

    Barry J. Fraser

  2. The Graduate Centre, City University of New York, New York, 10016-4309, New York, USA

    Kenneth Tobin

  3. Ctr. Mathematics & Science Education, Queensland University of Technology, Victoria Park Rd., Kelvin Grove, 4059, Queensland, Australia

    Campbell J. McRobbie

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Vosniadou, S. (2012). Reframing the Classical Approach to Conceptual Change: Preconceptions, Misconceptions and Synthetic Models. In: Fraser, B., Tobin, K., McRobbie, C. (eds) Second International Handbook of Science Education. Springer International Handbooks of Education, vol 24. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9041-7_10

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