Classroom conceptual change: philosophical perspectives

Abstract

Researchers of students’ concepts and conceptual change frequently draw analogies to the history of science. The analogy is generally presented when comparing students’ scientific concepts to similar ones in the history of science. We have tried to show the importance of this analogy on a higher level ‐‐ that of understanding the process of conceptual change in general among students. This article outlines a number of lines in the philosophy of science and analyses differences between the perspectives of a number of broadly constructivist positions which have developed during this century. The analysis is used to clarify the theoretical basis on which research into student conceptual change is conducted and interpreted.

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