ABSTRACT
Conceptual change and metacognition are typically theorized as processes of individuals. Likewise, epistemic cognition has typically been studied from a cognitive perspective that argues beliefs about the nature of knowledge and knowing drive efforts of conceptual change. This chapter argues for a situative theory of cognition that pays close attention to how thinking occurs in interaction with material and social resources, tied to goals that emerge from activity. This view accounts for empirical discrepancies that typical cognitive models do not handle well, and can focus conceptual change efforts on organizing social and material resources for thinking.
