ABSTRACT
There is a rich academic literature theorizing learning, including perspectives based on the conceptual change approach. This body of literature offers a potentially useful starting point for developing approaches to teaching. However, learning theories do not in themselves provide a template for the design of teaching, and the relationships between the two can be complex with no single perspective on learning leading directly to a unique approach to teaching. The purpose of this chapter is to consider how contemporary perspectives on conceptual learning might be, and have been, drawn upon to inform the design of teaching for conceptual understanding.
