ABSTRACT
Conducting research from the vantage point of conceptual change and multiple representations can provide a powerful theoretical framework for better understanding of teaching and learning in science. This chapter examines a conceptual change framework involving epistemological, ontological and social/affective dimensions and reviews some research studies on the use of multiple representations with the framework. While most reviewed studies do not consider all three aspects of conceptual change, we describe an approach that addresses this deficiency and recommend a direction of improved linking between the two literatures at a level that is more fruitful than is currently the case.
