How Does She Know? Re-visioning Conceptual Change from Feminist Research Perspectives

  • Kathryn Scantlebury
  • Sonya Martin
Part of the Cultural Studies of Science Education book series (CSSE, volume 2)


A feminist re-visioning of psychological and social perspectives on conceptions and conceptual change raises interesting issues and challenges. A psychological perspective to conceptual change proposes that learners develop a knowledge of the world through their experiences, yet feminist research in science education has shown how gendered those experiences can be. We take gender to be a social construction and other social categories such as race, ethnicity, class, religion and language also influence that construction. Building from the feminist slogan “the personal is political” we articulate in this chapter the research on gender issues in conceptual change and use feminist psychological and sociological theories to propose future directions for conceptual change research in science education.


Science Education Conceptual Change Feminist Theory Power Differential Feminist Movement 
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Copyright information

© Springer Science + Business Media B.V. 2010

Authors and Affiliations

  • Kathryn Scantlebury
    • 1
  • Sonya Martin
    • 2
  1. 1.University of DelawareDelawareUSA
  2. 2.Drexel UniversityPhiladelphiaUSA

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