Abstract:
Moved by the challenge to consolidate and strength science education research we need to check critically the studies done in the last 20 years about "conceptual change". This review ranges over two complementary aspects: 1. what is the meaning and broadening of the changes in science learning? 2. What is the epistemological vector of these changes? Recognizing the diversity of approaches and theoretical frameworks used by researchers, this work points out central contributions and new challenges to researchers and science educators.
Keywords:
conceptual change; learning theories; constructivism.