ABSTRACT
Conceptual change theories explain how learners revise or change their conceptual framework and belief systems as a result of some form of educational intervention. Although conceptual change is defined differently among researchers (see Murphy & Alexander, 2008), most would agree that conceptual change can take a variety of forms, from more ordinary change, such as weak restructuring (Vosniadou, 2008), to more radical change, which usually requires change across ontological categories (Carey, 1985; Chi, 1992; Tyson, Venville, Harrsion, & Treagust, 1997). Despite the variation in defining conceptual change, most researchers defend their conceptions by interpreting the kinds of change they define. In general, science education researchers in the conceptual change tradition tend to agree that conceptual change is a process through which students' initial understanding or beliefs are modified or refined to become more aligned with dominant scientific understandings.
