Ag. Harrison et Df. Treagust, Conceptual change using multiple interpretive perspectives: Two case studies in secondary school chemistry, INSTR SCI, 29(1), 2001, pp. 45-85
Conceptual change is predominantly described as a rational process; however
, researchers are beginning to explore alternative explanations for why som
e students learn but others given the same opportunities do not. New perspe
ctives include social and motivational factors, ontological issues, modelli
ng ability, intellectual development and the question of whether conceptual
change is revolutionary or evolutionary. This paper argues that conceptual
change is best understood when multiple perspectives are used to interpret
chemistry learning. Case studies of two apparently similar students are us
ed to show that personal factors and differing interests and purposes for s
tudying science can significantly influence learning outcomes. The case stu
dies support an argument that high scores on achievement tests are unreliab
le indicators of conceptual learning and recommend that teachers and resear
chers pay more attention to qualitative indicators of learning such as stud
ents' conceptual status, modelling level and intellectual position. The fin
dings suggest that teachers and curriculum developers should take into acco
unt the qualitative differences that studies such as this identify.