pals

Blumenfeld (1997)

This article provides a overview of different theoretical frameworks, such as the cognitive and situative perspectives and it provides applications and limitations of these frameworks, including those of sample programs highlighted.

diSessa (2006)

This article provides a brief history of conceptual change research. Included are the concepts of knowledge being fragmented vs coherence as well as a comparison of the ideas of science historians Kuhn and Toulmin.

Hewson (1998)

This article provides various concepts, guidelines, and implications to be considered when teaching for conceptual change. Keys terms are justification, status of ideas, and metacognition with an emphasis that teaching is hard.

Greeno (2006)

This article makes the case for the situative perspective, which is based upon two large research programs: cognitive science and interactional studies.