The representation of knowledge is a process widely used in education for its potential to generate deep learning, metacognition, and also in mapping the student's cognitive structure while developing a broad spectrum of thinking skills. Notwithstanding the above mentioned benefits, the development and evolution of new digital ecologies of…

Arguably the biggest "buzz word" of the current year has been "learning or knowledge object". To understand the learning object and why it should be such a highly desirable commodity, it is necessary to unpack not only this concept but more importantly revisit some contributing concepts and constructs (more buzz words) that support the building of…

This paper discusses various aspects of conceptual change instruction and research related to conceptual change strategies. The role played by teachers in the conceptual change process has been neglected in the research and understanding that role requires that: (1) the Conceptual Change Model of Posner provide a reasonable framework for thinking…

The intent of this paper is to open for consideration the relationship between metacognition and the promotion of conceptual change within the classroom. This goal is achieved through a brief description of present research by the authors, drawing from the existing literature a summary of what is meant by conceptual change learning, defining the…

Provides references that relate mostly to educational constructivism and to articles that address epistemological and philosophical matters in science education. Topics include children's learning, cognitive development, curriculum development, classroom practices, and teacher education. Contains 109 references. (DDR)