Innovation Education meets conceptual change research: Conceptual analysis and instructional implications

We argue that science education designed to promote conceptual change can play an important role in an overall program of innovation education. Teaching science from a conceptual change point of view requires the development of explicit, reflective and metacognitively-guided knowledge construction and the cultivation of learning strategies for the deliberate reorganization of knowledge, such as analogy making and model-based reasoning. We argue that the creation of a classroom environment that fosters conceptual change activities in the process of learning science can help create in students a ‘conceptual change know-how schema’ which can generalize to other situations supporting knowledge-revision processes and the creation of new ideas and products.

VOSNIADOU Stella;  KAMPYLIS Panagiotis; 

2013-05-13

Routledge

JRC80142

978-0-415-68221-3,   

978-0-203-38714-6,   

http://www.routledge.com/books/details/9780415682213/,    https://publications.jrc.ec.europa.eu/repository/handle/JRC80142,