Conceptual change using multiple interpretive perspectives: Two case studies in secondary school chemistry

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.