ABSTRACT
Summary: We argue that science education designed to promote conceptual change can play an important role in an overall program of innovation education. Teaching science from a conceptual change point of view requires the development of explicit, reflective and metacognitively guided knowledge construction and the cultivation of learning strategies for the deliberate reorganization of knowledge, such as analogy making and model-based reasoning. We argue that the creation of a classroom environment that fosters conceptual change activities in the process of learning science can help create in students a ‘conceptual change know-how schema’ which can generalize to other situations supporting knowledge-revision processes and the creation of new ideas and products.
