Abstract
Research on conceptual change (CC) has revealed that students face difficulties when learning that requires significant changes to their prior knowledge. Researchers have documented the challenges in education to promote CCs and concluded that conventional teaching does not facilitate these changes. However, while designing educational methods to address CC challenges is a central aim of CC research, it is an area of research that still requires refinement. I show that developmental teaching (DT) approaches, including El’konin-Davydov’s developmental education and Gal’perin’s method of stage-by-stage formation of mental actions and concepts, are promising for addressing CC challenges but are absent from CC research literature. I first review the CC challenges revealed in CC research, the way in which three CC research trends – framework theory, ontological theory, and knowledge-in-pieces theory – interpret them, and their educational recommendations to foster CC. Next, I present CC challenges and educational recommendations to foster CC from a DT perspective. I delineate convergences and divergences between the three CC research trends and DT research concerning both educational design and theories of CC. I conclude by suggesting articulations between DT research and CC research in general and the three CC research trends in particular.
References
1.
2.
Amin
T. G.
, & Levrini
O.
(Eds.). (2018
Converging perspectives on conceptual change: Mapping an emerging paradigm in the learning sciences
Routledge
3.
Amineh
R. J.
, & Asl
H. D.
2015
Review of Constructivism and social constructivism
. J Soc Sci Lit Languages
1
9
16
.4.
Arievitch
I. M.
, & Haenen
J. P. P.
2005
Connecting sociocultural theory and educational practice: Gal’perin’s approach
. Educ Psychol
40
3
155
165
.5.
Arievitch
I. M.
, & Stetsenko
A.
2000
The quality of cultural tools and cognitive development: Gal’perin’s perspective and its implications
. Hum Dev
43
2
69
92
.6.
Arievitch
I. M.
, & van der Veer
R.
1995
Furthering the internalization debate: gal’perin’s contribution
. Hum Dev
38
2
113
126
.7.
Bozhovich
L. I.
, & Zinchenko
P. I.
1979
The psychology of acquiring factual knowledge by schoolchildren
. Sov Psychol
18
2
67
83
. (Original work published 1941).8.
9.
Chaiklin
S.
2002
A Developmental teaching approach to schooling
. In G.
Wells
, & G.
Claxton
(Eds.), Learning for life in the 21st century
(pp. 167
180
Blackwell Publishing Ltd
. 10.
Chaiklin
S.
2015
The concept of learning in a cultural-historical perspective
. In D.
Scott
, & E.
Hargreaves
(Eds.), The SAGE Handbook of Learning
(pp. 94
106
SAGE Publications Ltd
. 11.
Chaiklin
S.
, Hedegaard
M.
, & Jensen
U. J.
1999
Activity theory and social practice
Aarhus University Press
.12.
Chi
M. T. H.
1992
Conceptual change within and across ontological categories: Examples from learning and discovery in science
. In F.
Giere
(Ed.), Cognitive models of science
(pp. 129
160
University of Minnesota Press
.13.
Chi
M. T. H.
2005
Commonsense conceptions of emergent processes: Why some misconceptions are robust
. J Learn Sci
14
2
161
199
.14.
Chi
M. T. H.
2013
Two kinds and four sub-types of misconceived knowledge, ways to change it, and the learning outcomes. In S.
Vosniadou
(Ed.), International handbook of research on conceptual change
2nd ed., pp. 49
70
Routledge
. 15.
Chi
M. T. H.
, Feltovich
P. J.
, & Glaser
R.
1981
Categorization and representation of physics problems by experts and novices
. Cognit Sci
5
2
121
152
.16.
Chi
M. T. H.
, & Roscoe
R. D.
2002
The processes and challenges of conceptual change
. In M.
Limón
, & L.
Mason
(Eds.), Reconsidering conceptual change: Issues in theory and practice
(pp. 3
28
Kluwer Academic Publishers
. 17.
Chi
M. T. H.
, Roscoe
R. D.
, Slotta
J. D.
, Roy
M.
, & Chase
C. C.
2012
Misconceived causal explanations for emergent processes
. Cognit Sci
36
1
1
61
.18.
Chinn
C. A.
2018
Modeling, explanation, argumentation, and conceptual change
. In T. G.
Amin
, & O.
Levrini
(Eds.), Converging perspectives on conceptual change: Mapping an emerging paradigm in the learning sciences
Routledge
19.
Christou
K. P.
, Vosniadou
S.
, & Vamvakoussi
V.
2007
Students’ interpretations of literal symbols in algebra
. In S.
Vosniadou
, A.
Baltas
, & X.
Vamvakoussi
(Eds.), Reframing the conceptual change approach in learning and instruction
(pp. 283
298
Elsevier
.20.
Chudinova
E. V.
2019
New biology” and its educational outcomes
. Psychol Sci Education
24
3
63
73
.21.
Clement
J.
2013
Roles for explanatory models and analogies
. In S.
Vosniadou
(Ed.), International handbook of conceptual change research
2nd ed., pp. 412
446
Routledge
. 22.
Cobb
P.
, Perlwitz
M.
, & Underwood
D.
1996
Constructivism and Activity Theory: A consideration of their similarities and differences as they relate to mathematics education
. In H.
Mansfield
, N. A.
Pateman
, & N.
Bednarz
(Eds.), Mathematics for tomorrow’s young children
Vol. 16
Springer
. 23.
Davydov
V. V.
1975a
Logical and psychological problems of elementary mathematics as an academic subject (A. Bigelow, Trans.)
. In J.
Kilpatrick
, L. P.
Steffe
, S. P.
Clarkson
, M. G.
Kantowski
, & J. W.
Wilson
(Eds.), Soviet studies in the psychology of learning and teaching mathematics: Children’s capacity for learning mathematics
Vol. 7
, pp. 55
107
).24.
Davydov
V. V.
1975b
The psychological characteristics of the “prenumerical” period of mathematics instruction (A. Bigelow, Trans.)
. In J.
Kilpatrick
, L. P.
Steffe
, S. P.
Clarkson
, M. G.
Kantowski
, & J. W.
Wilson
(Eds.), Soviet studies in the psychology of learning and teaching mathematics: Children’s capacity for learning mathematics
Vol. 7
, pp. 109
205
).25.
Davydov
V. V.
1992
The psychological analysis of multiplication procedures
. Focus Learn Probl Math
14
1
3
67
.26.
Davydov
V. V.
1999
Types of generalization in instruction: Logical and psychological problems in the structuring of school curriculaJ. Teller
Trans.) Soviet Studies in Mathematics Education
(Vol. 2).
(Original work published 1972).27.
Davydov
V. V.
2012
Problems of developmental instruction: A theoretical and experimental psychological study (P. Moxhay, Trans.)
Nova Science Publishers
. (Original work published 1988).28.
de Araujo
G. C.
, Miguel
J. C.
, & Solovieva
Y.
2020
Cultural-historical psychology: Contributions of developmental education in different international contexts [Special issue]
. Front Psychol
12
29.
diSessa
A. A.
1980
Momentum flow as an alternative perspective in elementary mechanics
. Am J Phys
48
5
365
369
.30.
diSessa
A. A.
1982
Unlearning Aristotelian physics: a study of knowledge‐based learning
. Cognit Sci
6
1
37
75
.31.
32.
diSessa
A. A.
2013
A bird’s‐eye view of the “pieces” vs. “coherence” controversy (from the “pieces” side of the fence). In S.
Vosniadou
(Ed.), International handbook of conceptual change research
2nd ed., pp. 43
60
Routledge
. 33.
diSessa
A. A.
2014
A history of conceptual change research: Threads and fault lines
. In R. K.
Sawyer
(Ed.), The cambridge handbook of the learning sciences
2nd ed., pp. 88
108
Cambridge University Press
. 34.
diSessa
A. A.
2017
Conceptual change in a microcosm: Comparative learning analysis of a learning event
. Hum Dev
60
1
1
37
.35.
diSessa
A. A.
2018a
A friendly introduction to “knowledge in pieces”: Modeling types of knowledge and their roles in learning
. In G.
Kaiser
, H.
Forgasz
, M.
Graven
, A.
Kuzniak
, E.
Simmt
, & B.
Xu
(Eds.), Invited Lectures from the 13th International Congress on Mathematical Education
(pp. 65
84
Springer
. 36.
diSessa
A. A.
2018b
Computational literacy and “the big picture” concerning computers in mathematics education
. Math Think Learn
20
3
31
1
37.
Dougherty
B. J.
2010
A Davydov approach to early mathematics
. In Z.
Usiskin
, K.
Andersen
, & N.
Zotto
(Eds.), Future curricular trends in school algebra and geometry: Conference proceedings
Information Age Publishing
.38.
El’konin
D. B.
1975
Primary schoolchildren’s intellectual capabilities and the content of instruction
. In J.
Kilpatrick
, L. P.
Steffe
, S. P.
Clarkson
, M. G.
Kantowski
, & J. W.
Wilson
(Eds.), Soviet studies in the psychology of learning and teaching mathematics: Children’s capacity for learning mathematics
Vol. 7
, pp. 13
54
).39.
El’konin
D. B.
1989
Izbrannyje psichologicheskiye trudy [Selected Works in Psychology]
. Pedagogika
.40.
El’konin
D. B.
1999
On the theory of primary education
. J Russ East Eur Psychol
37
6
71
83
. (Original work published 1963). 41.
Engeness
I.
2021
Tools and signs in massive open online courses: Implications for learning and design
. Hum Dev
65
4
221
233
.42.
Engeness
I.
, & Lund
A.
2020
Reprint of learning for the future: Insights arising from the contributions of Piotr Gal’perin to the cultural-historical theory
. Learn Cult Soc Interaction
25
). 43.
Engeström
Y.
, Miettinen
R.
, & Punamäki
RL.
1999
Perspectives on activity theory
Cambridge University Press
.44.
Engeström
Y.
, & Sannino
A.
2020
From mediated actions to heterogenous coalitions : Four generations of activity-theoretical studies of work and learning
. Mind Cult Activ
1
20
.45.
Ferreira
M. M.
2005
A Concept-based approach to writing instruction: From the abstract concept to the performance of concrete
[Doctoral dissertation, The Pennsylvania State University
]. Pennsylvania State Electronic Theses and Dissertations for Graduate School.46.
Gal’perin
P. Y.
1989a
Study of the intellectual development of the child
. Sov Psychol
27
3
26
44
. (Original work published 1969). 47.
Gal’perin
P. Y.
1989b
Mental actions as a basis for the formation of thoughts and images
. Sov Psychol
27
3
45
64
. (Original work published 1957). 48.
Gal’perin
P. Y.
1989c
Organization of mental activity and the effectiveness of learning
. Sov Psychol
27
3
65
82
. (Original work published 1974). 49.
Gal’perin
P. Y.
1992
Stage-by-stage formation as a method of psychological investigation
. J Russ East Eur Psychol
30
4
60
80
. (Original work published 1978). 50.
Giest
H.
, & Lompscher
J.
2003
Formation of learning activity and theoretical thinking in science teaching. In A.
Kozulin
, B.
Gindis
, V.S.
Ageyev
, & S.M.
Miller
(Eds.), Vygotsky’s educational theory in cultural context
(pp. 267
288
Cambridge University Press
. 51.
Gopnik
A.
, & Wellman
H.
1994
The theory theory. In L. A.
Hirschfeld
, & S. A.
Gelman
(Eds.), Mapping the mind: Domain specificity in cognition and culture
(pp. 257
293
Cambridge University Press
. 52.
Gordeeva
T. O.
2020
Cognitive and educational effects of the El’konin-Davydov system of developmental education: Opportunities and limitations
. Cultural-Historical Psychol
16
4
14
25
.53.
54.
Haenen
J.
2001
Outlining the teaching–learning process: Piotr Gal’perin’s contribution
. Learn InStruct
11
2
157
170
.55.
Haenen
J.
, Schrijnemakers
H.
, & Stufkens
J.
2003
Sociocultural theory and the practice of teaching historical concepts. In A.
Kozulin
, B.
Gindis
, V.S.
Ageyev
, & S.M.
Miller
(Eds.), Vygotsky’s educational theory in cultural context
(pp. 246
266
Cambridge University Press
. 56.
Hedegaard
M.
1996
How instruction influences children’s concepts of evolution
. Mind Cult Activ
3
1
11
24
.57.
Hedegaard
M.
, & Chaiklin
S.
2005
Radical-local teaching and learning: A cultural-historical approach
Aarhus University Press
.58.
Hedegaard
M.
, & Lompscher
, J.
(Eds.), (1999
Learning activity and development
Aarhus University Press
.59.
Henderson
J. B.
, Langbeheim
E.
, & Chi
M. T. H.
2018
Addressing robust misconceptions through the ontological distinction between sequential and emergent processes
. In T. G.
Amin
, & O.
Levrini
(Eds.), Converging perspectives on conceptual change: Mapping an emerging paradigm in the learning sciences
(pp. 26
33
Routledge
. 60.
Hintz
G.
1984
Ausbildung der Lerntätigkeit im Biologieunterricht der 5. Klasse nach der Methodedes Aufsteigen von Abstracrten zum Konkreten
. Die Akademie der Pedagogischen Wissenschaften der DDR
. [Development of learning activity in fifth-grade biology, following the method of moving from the abstract to the concrete [unpublished doctoral dissertation].61.
Karpov
Y. V.
1995
L.S. Vygotsky as a founder of a new approach to instruction
. Sch Psychol Int
16
2
131
142
.62.
Karpov
Y. V.
2003
Vygotsky’s doctrine of scientific concepts: Its role for contemporary education
. In A.
Kozulin
, B.
Gindis
, V. S.
Ageyev
, & S. M.
Miller
(Eds.), Vygotsky’s Educational Theory in Cultural Context
(pp. 65
82
Cambridge University Press
. 63.
Karpov
Y. V.
2013
A way to Implement the Neo-Vygotskian theoretical learning approach in the schools
. Int J Pedagogical Innov
1
1
25
35
.64.
Karpov
Y. V.
, & Bransford
J. D.
1995
L.S. Vygotsky and the doctrine of empirical and theoretical learning
. Educ Psychol
30
2
61
66
.65.
Karpov
Y. V.
, & Haywood
H. C.
1998
Two ways to elaborate Vygotsky’s concept of mediation
. Am Psychol
53
1
27
36
.66.
Karpov
Y. V.
, & Kozulin
A.
(Eds.), (2018
The Vygotskian approach to teaching: Practical applications around the globe [Special issue]
. J Cognit Educ Psychol
17
3
67.
Kilpatrick
J.
, Steffe
L. P.
, Clarkson
S. P.
, Kantowski
M. G.
, & Wilson
J. W.
(Eds.), (1975
Soviet studies in the psychology of learning and teaching mathematics
. Children’s capacity for learning mathematics
Vol. 7
).68.
Kirschner
P. A.
2009
Epistemology or pedagogy, that is the question
. In S.
Tobias
, & T. M.
Duffy
(Eds.), Constructivist instruction: Success or failure?
(pp. 144
157
Routledge
. 69.
Kirschner
P. A.
, Sweller
J.
, & Clark
R. E.
2006
Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching
. Educ Psychol
41
2
75
86
.70.
Kozulin
A.
2003
Psychological tools and mediated learning
. In A.
Kozulin
, B.
Gindis
, V.S.
Ageyev
, & S.M.
Miller
(Eds.), Vygotsky’s educational theory in cultural context
(pp. 15
38
Cambridge University Press
. 71.
Kozulin
A.
, Gindis
B.
, Ageyev
V.S.
, & Miller
S.M.
2003
Vygotsky’s educational theory in cultural context
Cambridge University Press
72.
Kyriakopoulou
N.
, & Vosniadou
S.
2020
Theory of mind, personal epistemology, and science learning: Exploring common conceptual components
. Front Psychol
11
1140
.73.
Lantolf
J. P.
, & Poehner
M. E.
2014
Sociocultural theory and the pedagogical imperative in L2 education: Vygotskian praxis and the research/practice divide
Routledge
74.
Lantolf
J. P.
, Xi
J.
, & Minakova
V.
2020
Sociocultural theory and concept-based language instruction
. Lang Teach
1
16
327
342
.75.
Lave
J.
, & Wenger
E.
1991
Situated learning: Legitimate peripheral participation
Cambridge University Press
.76.
Levrini
O.
, Tasquier
G.
, Amin
T. G.
, Branchetti
L.
, & Levin
M.
(Eds.), (2021
Engaging with contemporary challenges through Science Education Research: Selected papers from the ESERA 2019 conference
9
Springer
. 77.
Limón
M.
, & Mason
L.
2002
Reconsidering conceptual change: Issues in theory and practice
Kluwer Academic Publishers
78.
Lompscher
J.
1984
Problems and results of experimental research on the formation of theoretical thinking through instruction
. In M.
Hedegaard
, P.
Hakkarainen
, & Y.
Engeström
(Eds.), Learning and teaching on a scientific basis: Methodological and epistemological aspects of the activity theory of learning and teaching
(pp. 293
357
Aarhus University Press
.79.
Ilyenkov
E.
1982
The dialectics of the abstract & the concrete in Marx’s Capital. (S. Kuzyakov, Trans.)
Progress Publishers
. (Original work published 1960).80.
Margolis
A. A.
2020
Zone of proximal development, scaffolding and teaching practice
. Cultural-Historical Psychol
16
3
15
26
.81.
Markova
A.K.
, Vale
M.
, Trans, & Sharpe
M.E.
1979
Teaching and mastering language
. (Original work published in 1974).82.
Mayer
R. E.
2002
Understanding conceptual change: A commentary
. In M.
Limón
, & L.
Mason
(Eds.), Reconsidering Conceptual Change: Issues in Theory and Practice
(pp. 101
111
Kluwer Academic Publishers
. 83.
Merenluoto
K.
, & Lehtinen
E.
2004
Number concept and conceptual change: Towards a systemic model of the processes of change
. Learn InStruct
14
5
519
534
.84.
Ni
Y.
, & Zhou
Y.D.
2005
Teaching and learning fraction and rational numbers: The origins and implications of whole number bias
. Educ Psychol
40
1
27
52
.85.
Palincsar
A. S.
1998
Social constructivist perspectives on teaching and learning
. Ann Rev Psychol
49
345
375
.86.
Rogoff
B.
1990
Apprenticeship in thinking: Cognitive development in social context
Oxford University Press
.87.
Rosengren
K. S.
(Ed.), (2012
Evolution challenges: Integrating research and practice in teaching and learning of evolution
Oxford University Press
88.
Rubtsov
V. V.
, & Ulanovskaya
I. M.
2020
Learning аctivity as an effective way to develop meta-subject and personal competencies in elementary school students
. Cultural-Historical Psychol
16
2
51
60
.89.
Schmittau
J.
2004
Vygotskian theory and mathematics education: Resolving the conceptual-procedural dichotomy
. Eur J Psychol Educ
19
1
19
43
.90.
Sherin
B.
2018
Elements, ensembles and dynamic constructions
. In T. G.
Amin
, & O.
Levrini
(Eds.), Converging perspectives on conceptual change: Mapping an emerging paradigm in the learning sciences
(pp. 61
78
Routledge
. 91.
Smith
J. P.
3rd., diSessa
A. A.
, & Roschelle
J.
1994
Misconceptions reconceived: A constructivist analysis of knowledge in transition
. J Learn Sci
3
2
115
163
.92.
Talyzina
N. F.
1981
The psychology of learning: theories of learning and programmed instruction. Progress
. (Original work published 1975).93.
Treagust
D. F.
, & Duit
R.
2008
Conceptual change: A discussion of theoretical, methodological and practical challenges for science education
. Cult Stud Sci Educ
3
2
297
328
.94.
Treagust
D. F.
, Won
M.
, & McLure
F.
2018
Multiple representations and students’ conceptual change in science
. In T. G.
Amin
, & O.
Levrini
(Eds.), Converging perspectives on conceptual change: Mapping an emerging paradigm in the learning sciences
(pp. 121
128
Routledge
. 95.
Vamvakoussi
X.
, & Vosniadou
S.
2004
Understanding the structure of the set of rational numbers: A conceptual change approach
. Learn InStruct
14
5
453
467
.96.
Vamvakoussi
X.
, & Vosniadou
S.
2007
How many numbers are there in a rational numbers interval? Constraints, synthetic models and the effect of the number line
. In S.
Vosniadou
, A.
Baltas
, & X.
Vamvakoussi
(Eds.), Reframing the conceptual change approach in learning and instruction
(pp. 265
282
Elsevier
.97.
Venenciano
L. C. H.
, Yagi
S. L.
, Zenigami
F. K.
, & Dougherty
B. J.
2020
Supporting the development of early algebraic thinking, an alternative approach to number
. Invest Math Learn
12
1
38
52
.98.
Venenciano
L.
, Polotskaia
E.
, Mellone
M.
, & Radford
L.
(Eds.), (2021
Davydov’s approach in the 21st century: Views from multiple perspectives [Special issue]
. Educ Stud Math
106
3
99.
Vosniadou
S.
1994
Capturing and modeling the process of conceptual change
. Learn InStruct
4
1
45
69
.100.
101.
Vosniadou
S.
2007b
The cognitive-situative divide and the problem of conceptual change
. Educ Psychol
42
1
55
66
.102.
Vosniadou
S.
(Ed.), (2013
International handbook of conceptual change research
2nd ed.Routledge
. 103.
Vosniadou
S.
2019
The development of students’ understanding of science
. Front Education
4
32
104.
Vosniadou
S.
, Baltas
A.
, & Vamvakoussi
X.
2007
Reframing the conceptual change approach in learning and instruction
(pp. 265
282
Elsevier
.105.
Vosniadou
S.
, & Brewer
W. F.
1992
Mental models of the Earth: A study of conceptual change in childhood
. Cognit Psychol
24
4
535
585
.106.
Vosniadou
S.
, Ioannides
C.
, Dimitrakopoulou
A.
, & Papademetriou
E.
2001
Designing learning environments to promote conceptual change in science
. Learn InStruct
11
4–5
381
419
.107.
Vosniadou
S.
, & Skopeliti
I.
2014
Conceptual change from the framework theory side of the fence
. Sci Educ
23
7
1427
1445
.108.
Vygotsky
L.S.
1987
Thinking and speech (N. Minick, Trans.)
. In R.W.
Rieber
, & A.S.
Carton
(Eds.), The collected works of L. S. Vygotsky. Problems of general psychology
Vol. 1
; pp. 39
285
Plenum Press
. (Original work published 1934).109.
110.
Zuckerman
G.
2004
Development of reflection through learning activity
. Eur J Psychol Educ
19
1
9
18
.© 2023 S. Karger AG, Basel
Copyright / Drug Dosage / Disclaimer
Copyright: All rights reserved. No part of this publication may be translated into other languages, reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, microcopying, or by any information storage and retrieval system, without permission in writing from the publisher.
Drug Dosage: The authors and the publisher have exerted every effort to ensure that drug selection and dosage set forth in this text are in accord with current recommendations and practice at the time of publication. However, in view of ongoing research, changes in government regulations, and the constant flow of information relating to drug therapy and drug reactions, the reader is urged to check the package insert for each drug for any changes in indications and dosage and for added warnings and precautions. This is particularly important when the recommended agent is a new and/or infrequently employed drug.
Disclaimer: The statements, opinions and data contained in this publication are solely those of the individual authors and contributors and not of the publishers and the editor(s). The appearance of advertisements or/and product references in the publication is not a warranty, endorsement, or approval of the products or services advertised or of their effectiveness, quality or safety. The publisher and the editor(s) disclaim responsibility for any injury to persons or property resulting from any ideas, methods, instructions or products referred to in the content or advertisements.
2023
You do not currently have access to this content.
