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Conceptual change research and science education practice: a response from educators

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Abstract

We discuss the eight papers in this issue of Cultural Studies of Science Education focusing on the debate over conceptual change in science education and explore the issues that have emerged for us as we consider how conceptual change research relates to our practice as science educators. In presenting our interpretations of this research, we consider the role of participants in the research process and contextual factors in conducting research on science conceptions, and draw implications for the teaching of science.

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Notes

  1. To avoid cumbersome constructions, female pronouns are being used to represent both male and female teachers and researchers in this section.

References

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Author information

Authors and Affiliations

  1. The Graduate Center, CUNY, New York, USA

    Christina Siry, Femi S. Otulaja, Ashraf Shady & Line A. Augustin

  2. Manhattanville College, New York, USA

    Christina Siry

  3. Yeshiva University, New York, USA

    Gail Horowitz

  4. Knowles Science Teaching Foundation, New Jersey, USA

    Nicole Gillespie

Authors
  1. Christina Siry
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  2. Gail Horowitz
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  3. Femi S. Otulaja
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  4. Nicole Gillespie
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  5. Ashraf Shady
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  6. Line A. Augustin
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Corresponding author

Correspondence to Christina Siry.

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Siry, C., Horowitz, G., Otulaja, F.S. et al. Conceptual change research and science education practice: a response from educators. Cult Stud of Sci Educ 3, 451–470 (2008). https://doi.org/10.1007/s11422-008-9094-0

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  • DOI: https://doi.org/10.1007/s11422-008-9094-0

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