Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science education, 66(2), 211-227.
Conceptual change in science education refers to the process by which learners replace or reorganize their existing mental frameworks, or concepts, in response to new experiences or information. This theory emphasizes that learning is not merely the accumulation of facts but involves transforming existing conceptions to accommodate new understanding. The idea was notably advanced by Posner, Strike, Hewson, and Gertzog in their 1982 work, "Accommodation of a Scientific Conception: Toward a Theory of Conceptual Change."
Learners approach new information with pre-existing concepts and intuitions that significantly influence how they perceive and assimilate new knowledge. These concepts are mental representations of the essential properties of objects or phenomena, often formed without formal instruction. Intuitions are immediate, non-reflective understandings or insights that individuals hold about the world.
A person's conceptual ecology comprises all the cognitive structures and beliefs that influence their thinking and learning. This includes existing concepts, intuitions, metaphysical beliefs, epistemological commitments, and knowledge from other fields. Two critical features of a conceptual ecology that guide conceptual change are:
Anomalies: Experiences or information that cannot be explained by existing concepts.
Fundamental Assumptions: Deeply held beliefs about knowledge and the nature of science.
Assimilation occurs when learners integrate new experiences or information into their existing conceptual framework without altering it. They interpret new phenomena using their current concepts, fitting new information into what they already understand.
Accommodation involves a fundamental reorganization or replacement of existing concepts. When learners encounter anomalies that cannot be resolved through assimilation, they may need to modify their conceptual framework to accommodate the new information. This process is often gradual and can lead to a substantial change in central concepts.
For accommodation to occur, several conditions typically need to be met:
Dissatisfaction with Existing Concepts: Learners recognize that their current understanding is inadequate.
Intelligibility of the New Concept: The new concept must be understandable at a basic level.
Plausibility of the New Concept: The new concept appears credible and believable to the learner.
Fruitfulness of the New Concept: The new concept opens up new possibilities for understanding and problem-solving.
Anomalies play a crucial role in prompting conceptual change. They arise when learners cannot assimilate new experiences into their existing concepts. Recognizing anomalies can lead to dissatisfaction with current conceptions, motivating learners to accommodate new ideas. However, learners may resist acknowledging anomalies due to strong commitments to their existing beliefs or lack of awareness of inconsistencies.
Educators aiming to facilitate conceptual change should consider the following strategies:
Creating Cognitive Conflict: Introduce situations that challenge learners' existing concepts to highlight anomalies.
Using Analogies and Metaphors: Employ these tools to make new concepts more intelligible and relatable.
Multiple Modes of Representation: Present information in various forms (verbal, mathematical, visual) to aid understanding.
Encouraging Reflection: Prompt learners to reflect on their thinking processes and the consistency of their beliefs.
Teachers play a pivotal role in guiding learners through the process of conceptual change:
Diagnosing Misconceptions: Identify and address errors in learners' thinking.
Facilitating Discourse: Encourage discussions that allow learners to articulate and confront their ideas.
Modeling Scientific Thinking: Demonstrate how to approach problems and reason scientifically.
Providing Support: Offer the necessary scaffolding as learners navigate through the discomfort of changing deeply held beliefs.
Conceptual change is a fundamental aspect of learning in science education. It involves not just acquiring new information but transforming existing mental models to accommodate new understandings. By recognizing the complexities of this process, educators can better design instruction that facilitates meaningful learning and fosters a deeper comprehension of scientific concepts.