Models of conceptual change in science learning: establishing an exhaustive inventory based on support given by articles published in major journals

Patrice Potvin, Lucian Nenciovici, Guillaume Malenfant-Robichaud, François Thibault, Ousmane Sy, Mohamed Amine Mahhou, Alex Bernard, Geneviève Allaire-Duquette, Jérémie Blanchette Sarrasin, Lorie Marlène Brault Foisy, Nancy Brouillette, Audrey Anne St-Aubin, Patrick Charland, Steve Masson, Martin Riopel, Chin Chung Tsai, Michel Bélanger, Pierre Chastenay

研究成果: 雜誌貢獻回顧評介論文同行評審

4 引文 斯高帕斯(Scopus)

摘要

In this article, we propose an analysis of the state of, and trends in, the field of conceptual change research in science education through the lens of its models. Using a quantitative approach, we reviewed all conceptual change articles (n = 245) published in five major journals in the field of science education in search of the support that their authors give to conceptual change models (CC models). We looked for support in the form of explicit or implicit mentions, favourable and unfavourable position statements and empirical confirmations and refutations. The results present a thorough description of all types of support, as well as their evolution from the early days of the field to today. We also propose a hierarchical list of the 86 CC models that we have recorded, appearing in decreasing order by the support they received from the literature. General comments are formulated in order to provide an interpretation of the field and its evolution.

原文英語
頁(從 - 到)157-211
頁數55
期刊Studies in Science Education
56
發行號2
DOIs
出版狀態接受/付印 - 2020

ASJC Scopus subject areas

  • Education

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