How different contexts can produce partial conceptual change: an example of a decisive crucial experiment

MARCELO LEONARDO LEVINAS; MARIO CARRETERO

Estocolmo, Suecia

Simposio; 5th European Sympòsium Special Interest Group (SIG), Conceptual Change; 2006

European Association for Research on Learning and Instruction (EARLI)

This paper attempts to make a contribution to the well-studied relationship between conceptual change theories and the history and philosophy of science (see, e.g., Giere, 1992; Hoddeson, in press). Nevertheless, we think there are still relevant unresolved problems in this area, such as finding a suitable explanation for continuity and discontinuity in science development or working out through what different mechanisms old theories are rejected and replaced with new ones.