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


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.

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