TheoryBuilding

Concep
tual
Change

RevisionistTheory ofConc
Cognitive Conflict
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Conceptual Change

Humans are natural theory builders.

Revolutionary process Evolutionary process

Use of technology to create models

Conceptual change: when learners change their understanding of the concepts they
use and of the conceptual frameworks that encompass them (p. 4)

Conceptual change is predicated on the belief that humans are natural theory
builders.

• Humans build personal theories to explain the external world

• With time, humans add and change their theories

Evolutionary Theory: learners gradually accommodate existing knowledge into

more coherent and well organized knowledge structures. (Jean Piaget)

Revolutionary Theory: Some external events cannot be explained with only prior
experiences.

• Conceptual change occurs when information is inconsistent with a learners

assumptions and/or beliefs

• When we encounter these ideas, we are forced to change our conceptions.

(Vosniadou)

Learners should create models to represent their internal conceptual models

• By building and altering these models, they are constructing knowledge

• “If you cannot build a model for what you are studying, then you do not
understand what you are studying.

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 Cognitive Conflict Home

Learner’
s
Experie
nce
(Concep
t)

Cognitiv
e
Conflict

Mis-
concept New
Sound
ion
Misinterpretati Experie Interpretation
on Concep
nce
Correct

tion
ding
rstan
unde
for
egy
Strat

Restruc Concep
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accepted data
ture Amount of
Change

Cognitive Conflict
A learner has their own understanding of a concept; however, when they experience
a discrepancy towards that concept a conceptual change may occur. When a
learner’s current conceptions are unable to interpret their experiences a cognitive
conflict occurs. Cognitive conflict occurs when beliefs are contradicted by new
information. Conceptual change occurs when the learner is confronted with
information that contradicts their theories; therefore, recognizes the need to change
their conception which may be the most difficult part of the process. At times,
learners may not recognize the need for conceptual change due to lower level
domain knowledge. On occasion conflict must be supported by knowledge-building
activities. Teachers can actively promote new thinking patterns through a variety
of methods such as giving alternate views to initiate cognitive conflict. The
experience must be structured to challenge a learner’s erroneous beliefs.

Cognitive Conflict: Part II

Complex
Idea(s)

Causal Relationships

Entities

Comparison- Contrast

Misconcepti Sound
Conceptions
ons Restructuring of Ideas

Summary

Through the use of Stella Models, complex ideas can be broken down into simple
formulas. Through the model, students build relationships between the different
idea parts. These relationships cause misconceptions and sound conceptions to
develop and, after further thought, change. Changing and measuring the values
within the model test the accuracy of the model and will, almost certainly, lead to
further restructuring. Allowing those studying the idea build their own Stella Model
lets deeper understanding occur and promotes a sense of ownership.
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REVISIONIST THEORY OF CONCEPTUAL CHANGE

Conceptual change as viewed by Strike and Posner is a “rational process in

which theories are judged by how successfully they solve their appropriate
range of intellectual problems.” They feel that theories are made with the
interpretation given to the data by the individual based on their intellect
which was formed semantically, culturally, and linguistically. The data itself
has already been “socially” constructed by one or many other individuals
and has already acquired a huge impact on the understanding of the next
individual using the data. Therefore it is not what we know but rather what
we can interpret and how we can make it our own process.

One
individ
ual
Several individuals
Intellect Social

Semantics
Linguistics
Cultural

DATA INTERPRETATION

interpret
ation
Interpretation of data based on others
interpretation including our own intellect,
semantics, cultural, linguists, and social
Self
environment forming our own interpretation of
the theory
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