Beyond conceptual change learning in science education: focusing on transfer, durability and metacognition

• Published in: Educational research (Windsor) Vol. 42; no. 2; pp. 119 - 139
• Main Author: Georghiades, Petros
• Format: Journal Article
• Language: English
• Published: Colchester Taylor & Francis 2000
• Subjects: Cognition; Conceptual Change; Conceptual Change Learning; Curriculum subjects: programmes and methods; Durability; Education; Educational sciences; Elementary Education; Exact and natural sciences; Learning; Metacognition; Pedagogy; Primary Science; Retention (Psychology); Science; Science Education; Scientific Concepts; Students; Teaching; Teaching methods; Transfer; Transfer of Training; Long-Term Memory; Science; Transfer of Learning; Learning Psychology; Performance; Metacognition
• ISSN: 0013-1881; 1469-5847
• DOI: 10.1080/001318800363773

The frequently encountered problems of students being unable to utilize schoollearned science in different contexts, and of students forgetting what they have learned in a short time after initial instruction, are two important problems for classroom practitioners. This paper advocates a shift in focus of conceptual change learning research in order to address these problems. It draws upon four overlapping areas: conceptual change learning is the broad subject area that sets the epistemological background; transfer and durability of scientific conceptions are the two problem areas under scrutiny, while metacognition is seen as potential mediator of improvement. The paper offers a brief review of existing literature on the four areas; it proposes confronting the two problems by incorporating metacognitive instruction in the learning environment of primary school science; and it reports on recently completed research.