Argues for an approach to conceptual-change instruction that places students' science conceptions and their ability to reflect on those conceptions at the center of science instruction. Focuses on the effect of using status concepts. Contains 24 references. (DDR)

This paper addresses the question of how teachers can support and facilitate conceptual change in student thinking. It begins with a discussion of the multiple meanings of the term conceptual change. An argument is presented for the notion that recent developments in research in science learning have dramatic implications for what students are…

This paper examines students' mathematics learning in a social context as two versions of an instructional sequence designed to facilitate students' development of a conceptual foundation for place-value numeration are enacted in two third grade classrooms. The same instructional sequence is used in each classroom with the regular classroom…