In this review, we discuss (1) how the notion of conceptual change has developed over the
past three decades,(2) giving rise to alternative approaches for analysing conceptual …

The body of research on instructional analogies in science education is growing steadily in
recent years. This study reviews a representative sample of studies that dealt with the …

Conceptual change research investigates the processes through which learners
substantially revise prior knowledge and acquire new concepts. Tracing its heritage to …

This interview‐based study probed 48 Grade 8–10 students' mental models of atoms and
molecules and found that many of these students preferred models that are both discrete …

Findings generated by recent research in science education, international debate on the
guiding purposes of science education and the nature of scientific and technological literacy …

Conceptual change views of teaching and learning processes in science, and also in
various other content domains, have played a significant role in research on teaching and …

The present study examined the role that an elaborate analogy can play when middle
school students learn a major concept from a science text. The elaborate analogy had both …

A semi-structured interview was used to enquire into the knowledge of models and
modelling held by a total sample of 39 Brazilian science teachers working …

8. Conclusion As we have illustrated in this chapter, on balance analogies are a friend to
teachers and students alike but as we emphasise, analogies can be double-edged swords …

A currently Supported view of learning is that, when students construct their own knowledge,
it is both transferable to, and usable in, later learning situations. A significant factorenabling …