How does conceptual change occur in learning?
Conceptual change means reorganising an explanation in response to new evidence and stronger accounts. It is not always as simple as deleting an incorrect fact and inserting a sentence. An older idea may persist when it seems consistent with everyday experience.
Comparing old and new explanations
First reveal the learner’s current thinking. Then present an example, observation or problem it cannot explain. Surprise alone is insufficient: provide an understandable model of the alternative explanation. After demonstrating a physical event, for example, examine which forces act and how. Learners then use the new model to explain both old and new examples. Language and diagrams should match age and prior knowledge. An impressive demonstration does not prove conceptual change is complete.
Monitoring lasting understanding
A learner may repeat the correct explanation during a lesson but return to the older idea elsewhere. Assess different examples over time, combining explanation, prediction and justification. Punishing wrong answers can make learners conceal their actual thinking, so discussion needs a safe environment. Change proceeds at different rates across topics and is not guaranteed by one technique. Teachers select evidence, clarify connections and monitor changes. The aim is independent use of a more coherent explanation, rather than simple agreement with the teacher.