Accommodation of a scientific conception: Toward a theory of conceptual change

1982/04/01 by George J. Posner, Kenneth A. Strike, Peter W. Hewson +1 · 5,092 citations
Arts and Humanities · Psychology · Social Sciences · #Art history #Computer science #Educational Strategies and Epistemologies #Evolution and Science Education #George (robot) #History #Library science #Science Education and Pedagogy #Sociology

paper · doi:10.1002/sce.3730660207

published in Science Education 66(2), 211-227 (Wiley)

openalex publication_date 1982/04/01 · openalex created_date 2016/06/24 · openalex updated_date 2026/08/06

Cited by

• Learning Science and the Illusion of Understanding: Exploring the Effects of Integrating Learning Tasks after Explainer Videos
• A Theory of Knowledge Revision: The Development of the KReC Framework
• From Role Prompt to Infinite Thinking: Exploiting Persona Conditioning for Inference Cost Attacks in LLMs
• The effectiveness of refutation text in confronting scientific misconceptions: A meta-analysis
• To Disagree, We Must Also Agree: How Intersubjectivity Structures and Perpetuates Discourse in a Mathematics Classroom
• Resurrecting a classic design: Examining the refutational text effect using a Solomon four-group design
• Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction
• The Relation of Story Structure to a Model of Conceptual Change in Science Learning
• Conceptual contamination: Investigating the impact of misinformation on conceptual change and inoculation strategies
• The Teaching of Photosynthesis in Secondary School: A History of the Science Approach
• Toward coherence in curriculum, instruction, and assessment: A review of learning progression literature
• Right answers to wrong questions: The dysfunctional nature of information needs
• Promoting Student Metacognition
• Parsing the Practice of Teaching
• Self-Efficacy Beliefs in Academic Settings
• Content Sequencing and its Impact on Student Learning in Electromagnetism: Theory and Experiment
• Inquiry-Based Learning and Conceptual Change in Balance Beam Understanding
• Modeling strategies enhanced by metacognitive tools in high school physics to support student conceptual trajectories and understanding of electricity
• Perspectives Future Research in Conceptual Change for Science Education: Systematic Literature Review
• Seasons of Misinformation: Integrating Science Media Literacy Into a Unit Investigating the Cause of the Seasons
• Teachers' professional vision, pedagogical content knowledge and beliefs: On its relation and differences between pre-service and in-service teachers
• AI Tutors vs. Tenacious Myths: Evidence from Personalised Dialogue Interventions in Education
• A Deweyan Perspective on Science Education: Constructivism, Experience, and Why We Learn Science
• Naïve Psychological Science: The Prevalence, Strength, and Sources of Misconceptions
• Coherence versus fragmentation in the development of the concept of force
• Language Bottleneck Models for Qualitative Knowledge State Modeling
• Examining Teachers' Beliefs about Teaching in Culturally Diverse Classrooms
• Task Matters: Knowledge Requirements Shape LLM Responses to Context-Memory Conflict
• Kinesthetic activities in physics instruction: Image schematic justification and design based on didactic situations
• Science as argument: Implications for teaching and learning scientific thinking
• Planning Curricular Proposals on Sound and Music with Prospective Secondary-School Teachers
• Peer collaboration and discourse patterns in learning from incompatible information
• Experts' Views on Using History and Philosophy of Science in the Practice of Physics Instruction
• Romanticism and Romantic Science: Their Contribution to Science Education
• Different Senses of Entropy—Implications for Education
• Dynamic Models of Learning and Education Measurement
• Road Maps for Learning: A Guide to the Navigation of Learning Progressions
• SafeTutors: Benchmarking Pedagogical Safety in AI Tutoring Systems
• Examining the Relationship Between Students’ Understanding of the Nature of Models and Conceptual Learning in Biology, Physics, and Chemistry
• The challenge of changing deeply held student beliefs about the relativity of simultaneity
• What Students’ Arguments Can Tell Us: Using Argumentation Schemes in Science Education
• Towards expert knowledge? A comparison between a constructivist and a traditional learning environment in the university
• The Plight of the Obscure Innovator in Science: A Few Reflections on Campanario's Note
• Sycophancy is an Educational Safety Risk: Why LLM Tutors Need Sycophancy Benchmarks
• History, philosophy, and science teaching: The present rapprochement
• From Geocentrism to Allocentrism: Teaching the Phases of the Moon in a Digital Full-Dome Planetarium
• The Role of Technology in Improving Student Learning of Statistics
• Framework for understanding the patterns of student difficulties in quantum mechanics
• The Role of Educational Data Mining and Artificial Intelligence Supported Learning Analytics on Conceptual Change: New Approaches to Differentiated Instruction
• Model based learning as a key research area for science education
• How to achieve synergy between medical education and cognitive neuroscience? An exercise on prior knowledge in understanding. [europepmc]
• Individual Uncertainty and the Uncertainty of Science: The Impact of Perceived Conflict and General Self-Efficacy on the Perception of Tentativeness and Credibility of Scientific Information. [europepmc]
• Controversy in Biology Classrooms-Citizen Science Approaches to Evolution and Applications to Climate Change Discussions. [europepmc]
• A Child's Concept of Pain: An International Survey of Pediatric Pain Experts. [europepmc]
• Enhancing Conceptual Knowledge of Energy in Biology with Incorrect Representations. [europepmc]
• Identifying and Remediating Student Misconceptions in Introductory Biology via Writing-to-Learn Assignments and Peer Review. [europepmc]
• Inhibitory control and counterintuitive science and maths reasoning in adolescence. [europepmc]
• Pain Reconceptualisation after Pain Neurophysiology Education in Adults with Chronic Low Back Pain: A Qualitative Study. [europepmc]
• Integrating educational knowledge: reactivation of prior knowledge during educational learning enhances memory integration. [europepmc]
• DIY productive failure: boosting performance in a large undergraduate biology course. [europepmc]
• The Expanded Evidence-Centered Design (e-ECD) for Learning and Assessment Systems: A Framework for Incorporating Learning Goals and Processes Within Assessment Design. [europepmc]
• How learning misconceptions can improve outcomes and youth engagement with gambling education programs. [europepmc]
• Exploring the concept of pain of Australian children with and without pain: qualitative study. [europepmc]
• College Student Conceptions about Changes to Earth and Life over Time. [europepmc]
• Inquiry-Based Learning and Conceptual Change in Balance Beam Understanding. [europepmc]
• An Attempt to Correct Erroneous Ideas Among Teacher Education Students: The Effectiveness of Refutation Texts. [europepmc]
• Refutation Text Facilitates Learning: a Meta-Analysis of Between-Subjects Experiments. [europepmc]
• Patterns of Domain-Specific Learning Among Medical Undergraduate Students in Relation to Confidence in Their Physiology Knowledge: Insights From a Pre-post Study. [europepmc]
• The role of learning in farmer-led innovation. [europepmc]
• Misconceptions in Physics Explainer Videos and the Illusion of Understanding: an Experimental Study. [europepmc]
• Effects of Reading Interventions on Student Understanding of and Misconceptions about Antibiotic Resistance. [europepmc]
• Optimizing large-scale gambling prevention with adolescents through the development and evaluation of a training course for health professionals: The case of PRIZE. [europepmc]
• Ausubel's meaningful learning re-visited. [europepmc]
• "Now I Get It!": Eureka Experiences During the Acquisition of Mathematical Concepts. [europepmc]
• Why teachers do (or do not) implement recommended teaching practices? An application of the theory of planned behavior. [europepmc]