Reframing the Classical Approach to Conceptual Change: Preconceptions, Misconceptions and Synthetic Models

摘要: We argue that science concepts are difficult to learn because they embedded in different explanatory frameworks from those currently accepted by science. Students mechanically employ the usual enrichment mechanisms add scientific information existing but incompatible knowledge structures, destroying their coherence and creating internal inconsistency misconceptions. explain many misconceptions be synthetic models resulting implicit assimilatory processes through which new is added onto stored base. Effective instruction needs deal with problem of conceptual change. To do so, curricula designed provide students all necessary restructure initial ontology, whilst also developing a more sophisticated epistemology understanding models. This type requires substantial sociocultural support.