Abstract
Three themes are identified in Part II: 1) conceptual change is a complex interplay of learners’ knowledge and motivations, and the environmental and social context, 2) conceptual change is evolutionary not revolutionary, and 3) our theoretical perspectives and research methods shape our understanding of the change process. Directions for future research on motivational, social and contextual aspects of conceptual change are suggested, as well as implications of this area of research for conceptual change pedagogy.
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Sinatra, G.M. (2002). Motivational, Social, and Contextual Aspects of Conceptual Change: A Commentary. In: Limón, M., Mason, L. (eds) Reconsidering Conceptual Change: Issues in Theory and Practice. Springer, Dordrecht. https://doi.org/10.1007/0-306-47637-1_10
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DOI: https://doi.org/10.1007/0-306-47637-1_10
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-0494-0
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