Conceptual change: a powerful framework for improving science teaching and learning

Authors: Duit R.1; Treagust D.F.2

Source: International Journal of Science Education, Volume 25, Number 6, June 2003 , pp. 671-688(18)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

In this review, we discuss (1) how the notion of conceptual change has developed over the past three decades, (2) giving rise to alternative approaches for analysing conceptual change, (3) leading towards a multiperspective view of science learning and instruction that (4) can be used to examine scientific literacy and (5) lead to a powerful framework for improving science teaching and learning.

Document Type: Research article

DOI: 10.1080/09500690305016

Affiliations: 1: IPN - Leibniz Institute for Science Education at the University of Kiel, Germany ( duit@ipn.uni-kiel.de&rpar 2: Science and Mathematics Education Centre, Curtin University, Perth, Australia

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