Conceptual conflict has long been recognized as a factor that could facilitate student learning. Due, however, to the lack of a convincing explanation of why it occurs, and how it can be resolved, it has seldom been used in instructional design. Its potential use in instruction is particularly relevant in the light of the recnet, well-documented finding that students' existing conceptions frequently constitute a barrier to effective learning. This article examines conceptual conflict in teh light of an epistemological model of learning as conceptual change. this analysis shows that the conceptual change model provides an explanation of conceptual conflict which is sufficiently detailed to allow it to be used int eh design of instruction. The results of two studies, the first of which addressed the concepts of mass, volume, and density, and the second, the concept of speed, show that instruction, designed in this way, is effectively in changing students' existing conceptions.
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