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 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…

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…

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…

This paper states and discusses general guidelines in teaching for conceptual change. Several important factors that seem to be necessary in meeting the guidelines in normal classrooms are considered. The factors relate to the teacher, student, and the classroom climate. The guidelines are illustrated using examples drawn from a fifth-grade…