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A Review of Conceptual Change Research in Science Education

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A Review of Conceptual Change Research in Science Education

dc.contributor.author	Soto Lombana, Carlos
dc.contributor.author	Otero, José
dc.contributor.author	Sanjosé López, Vicente
dc.date.accessioned	2015-04-27T11:20:35Z
dc.date.available	2015-04-27T11:20:35Z
dc.date.issued	2005
dc.identifier.uri	http://hdl.handle.net/10550/43435
dc.description.abstract	This article describes research done on conceptual change as published in four of the better-known science education journals during a 20-year period, from 1981 to 2001.The present review was focused at identifying three characteristics of that research: a)temporal distribution, b) research topics, and c) methodology: experimental designs and validity. The results show that much research work was carried out, although essential elements of Conceptual Change remained unclear. With respect to the meth-odology, we have evidenced scarce replication of previous studies, and an important number of studies that fall short of desirable validity levels
dc.language.iso	eng
dc.relation.ispartof	Journal Of Science Education, 2005, vol. 6, num. 1, p. 5-8
dc.rights.uri	info:eu-repo/semantics/openAccess
dc.source	Soto Lombana, Carlos Arturo Otero, José Sanjosé López, Vicente 2005 A Review of Conceptual Change Research in Science Education Journal Of Science Education 6 1 5 8
dc.subject	Ciència Ensenyament
dc.subject	Aprenentatge
dc.subject	Educació Investigació
dc.title	A Review of Conceptual Change Research in Science Education
dc.type	info:eu-repo/semantics/article
dc.date.updated	2015-04-27T11:20:36Z
dc.identifier.idgrec	028853