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(diSessa 2006) diSessa presents the idea that misconceptions have not been researched enough to determine their complete effectiveness in the classroom; however, he also recognizes that good teaching is not based on following a specific theory because some of the aspects of teaching (such as the use of metaphors, presentations, etc) are applicable to all theoretical frameworks.

(Blumenfeld 1997) Blumenfeld provides an overview of the theoretical frameworks of learning, from the progression of behaviorism through situated learning, before providing insight into the programs developed to illustrate the importance of constructivist learning in the classroom.

(Hewson 1998) Teaching for conceptual change involves a teacher creating situations where student ideas are an explicit part of instruction, do not have to mimic the teacher’s thoughts, but must provide reasonable explanation for the concepts. Metacognition and status are important elements in teaching for conceptual change.

(Greeno 2006) The situative perspective does not solely rely on interactional and social learning, but it also encompasses a cognitive approach. He illustrates the importance of both when stating that the analysis of the effectiveness of an activity system needs to take into consideration the context and social schemes, as well as the individual cognitive changes that occur as a result of these factors.