Conceptual change research investigates the processes through which learners substantially revise prior knowledge and acquire new concepts. Tracing its heritage to paradigms and paradigm shifts made famous by Thomas Kuhn, conceptual change research focuses on understanding and explaining learning of the most the most difficult and counter-intuitive concepts. Now in its second edition, the International Handbook of Research on Conceptual Change provides a comprehensive review of the conceptual change movement and of the impressive research it has spawned on students’ difficulties in learning.

In thirty-one new and updated chapters, organized thematically and introduced by Stella Vosniadou, this volume brings together detailed discussions of key theoretical and methodological issues, the roots of conceptual change research, and mechanisms of conceptual change and learner characteristics. Combined with chapters that describe conceptual change research in the fields of physics, astronomy, biology, medicine and health, and history, this handbook presents writings on interdisciplinary topics written for researchers and students across fields. 

chapter |7 pages

Conceptual Change Research: An Introduction

ByStella Vosniadou

part I|109 pages

Theoretical Issues in Conceptual Change Research

chapter 1|20 pages

Conceptual Change in Learning and Instruction

The Framework Theory Approach
ByStella Vosniadou

chapter 4|25 pages

The Contextuality of Knowledge

An Intentional Approach to Meaning Making and Conceptual Change
ByOla Halldén, Max Scheja, Liza Haglund

chapter 5|22 pages

Relations Between Short-Term and Long-Term Conceptual Change

ByRobert S. Siegler, Matija Svetina

part II|222 pages

Conceptual Change in the Content Areas

chapter 6|17 pages

Conceptual Change in Physics 1

ByDavid E. Brown, David Hammer

chapter 7|21 pages

Conceptual Change When Learning Experimental Design

ByStephanie Siler, David Klahr, Bryan J. Matlen

chapter 8|18 pages

Learning and Teaching about matter in the Elementary Grades

What Conceptual Changes are Needed?
ByCarol L. Smith, Marianne Wiser

chapter 9|18 pages

Learning and Teaching about Matter in the Middle–School Years

How Can the atomic–molecular Theory be Meaningfully Introduced?
ByMarianne Wiser, Carol L. Smith

chapter 10|25 pages

Conceptual Change in Naïve Biology 1

ByKayoko Inagaki, Giyoo Hatano

chapter 11|20 pages

Evolutionary Biology and Conceptual Change

A Developmental Perspective
ByE. Margaret Evans

chapter 12|13 pages

Conceptual Understanding in the Domain of Health

ByDavid R. Kaufman, Alla Keselman, Vimla L. Patel

chapter 13|16 pages

Changing Historical Conceptions of History

ByGaea Leinhardt, Anita Ravi

chapter 14|19 pages

Conceptual Change and Historical Narratives About the Nation

A Theoretical and Empirical Approach 1
ByMario Carretero, Jose A. Castorina, Leonardo Levinas

chapter 15|17 pages

Conceptual Change in the Social Sciences

ByCecilia Lundholm, Peter Davies

chapter 16|17 pages

The Framework Theory Approach Applied to Mathematics Learning

ByXenia Vamvakoussi, Stella Vosniadou, Wim Van Dooren

chapter 17|19 pages

The Bundling Hypothesis

How Perception and Culture Give Rise to Abstract Mathematical Concepts in Individuals
ByKristen P. Blair, Jessica M. Tsang, Daniel L. Schwartz

part III|34 pages

Conceptual Change in the Philosophy and History of Science

chapter 18|17 pages

The Problem of Conceptual Change in the Philosophy and History of Science

ByTheodore Arabatzis, Vasso Kindi

chapter 19|15 pages

Conceptual Change in the History of Science

Life, Mind, and Disease
ByPaul Thagard

part IV|109 pages

Learner Characteristics and Mechanisms for Conceptual Change

chapter 20|18 pages

Beyond Knowledge

Learner Characteristics Influencing Conceptual Change
ByGale M. Sinatra, Lucia Mason

chapter 21|17 pages

Mental Modeling in Conceptual Change

ByNancy J. Nersessian

chapter 22|35 pages

Roles for Explanatory Models and Analogies in Conceptual Change

ByJohn J. Clement

chapter 23|19 pages

Conceptual Innovation and Transfer

ByLee Martin, Daniel L. Schwartz

chapter 24|18 pages

Conceptual Change Through Collaboration

ByNaomi Miyake

part V|116 pages

Instructional Approaches to Promote Conceptual Change

chapter 25|17 pages

Teaching Science for Conceptual Change

Theory and Practice
ByReinders Duit, David F. Treagust, Ari Widodo

chapter 26|16 pages

Self-Organization in Conceptual Growth

Practical Implications
ByCarl Bereiter, Marlene Scardamalia

chapter 27|19 pages

The Knowledge Integration Perspective

Connections Across Research and Education
ByDouglas B. Clark, Marcia C. Linn

chapter 28|21 pages

Promoting Conceptual Change Through Inquiry

ByClark A. Chinn, Ravit Golan Duncan, Michael Dianovsky, Ronald Rinehart

chapter 29|20 pages

Representation Construction to Support Conceptual Change

ByRussell Tytler, Vaughan Prain

chapter 30|21 pages

Model Building for Conceptual Change

ByDavid Jonassen, Matthew A. Easter

part VI|21 pages


chapter 31|19 pages

Situating Text, Talk, and Transfer in Conceptual Change

Concluding Thoughts
ByP. Karen Murphy, Patricia A. Alexander