Conceptual change using multiple interpretive perspectives: Two case studies in secondary school chemistry

Conceptual change is predominantlydescribed as a rational process; however, researchersare beginning to explore alternative explanations forwhy some students learn but others given the sameopportunities do not. New perspectives include socialand motivational factors, ontological issues,modelling ability, intellectual development and thequestion of whether conceptual change is revolutionaryor evolutionary. This paper argues that conceptualchange is best understood when multiple perspectivesare used to interpret chemistry learning. Case studiesof two apparently similar students are used to showthat personal factors and differing interests andpurposes for studying science can significantlyinfluence learning outcomes. The case studies supportan argument that high scores on achievement tests areunreliable indicators of conceptual learning andrecommend that teachers and researchers pay moreattention to qualitative indicators of learning suchas students' conceptual status, modelling level andintellectual position. The findings suggest thatteachers and curriculum developers should take intoaccount the qualitative differences that studies suchas this identify.