The Latest Research on Conceptual Change from Developmental Psychology
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Conceptual change is perhaps the largest research domain in science education. Beginning with the ‘misconceptions’ literature of the late 1970s and 1980s,1 when hundreds of papers reported learners’ intuitive beliefs concerning force and motion, conceptual change has become a subject of research in its own right, not only in education research but also in cognitive psychology.
Of course, conceptual change as a subject in psychology has a history of its own, such as the legacy of Piaget (e.g. assimilation, accommodation and his stage theory of cognitive development), Vygotsky (e.g. how ‘complexes’ develop into pseudoconcepts and then concepts), Bartlett (his schema theory) and others. Nevertheless, conceptual change in psychology has been informed by the research in education and vice versa. Core Knowledge and Conceptual Changemay be considered as a pinnacle of this research development. Although apparently written for cognitive psychologists and graduate courses in developmental...
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