New Approaches to the Problem of Conceptual Change in the Learning of Science and Math

• Stella Vosniadou, Department of Philosophy and History of Science National and Kapodistrian University of Athens
• Michellene T.H. Chi, Department of Psychology Arizona State University
• Stellan Ohlsson, Department of Psychology University of Illinois at Chicago
• David D. Cosejo, Department of Psychology University of Illinois at Chicago
• David E Brown, Curriculum and Instruction University of Illinois at Urbana-Champaign
• Nancy J. Nerserssian, School of Interactive Computing Georgia Institute of Technology

Abstract

Concepts are not static. They change in many ways from the most simple – as in cases where a new instance is added on to an existing concept – to the most radical – as in cases that involve belief revision, ontological category shifts and changes in causality. The purpose of the present symposium is to present some of the most recent attempts to describe and explain the more radical kinds of conceptual changes that take place when students are exposed to counter-intuitive concepts in science and mathematics.

• The Paper: New Approaches to the Problem of Conceptual Change in the Learning of Science and Math

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