Conceptual Change for Teachers and Researchers
From the substantial body of research on students’ understanding of scientific concepts (Pfundt, 1990) we now know something about the ideas that students bring to the classrooms prior to instruction and also about the ideas that students bring with themselves after instruction. Indeed sometimes the students do not change substantially from their common-sense schemes (which are then defined as “resistant to change”). Students may also use common sense schemes, the scientific ones or an hybrid of them, according to the kind and context of the questions they are beeing asked.
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