Coherence

Coherence is the notion that the collection of ideas held by science students were integrated. This is in contrast to a fragmented view: that the ideas held by science students were fragmented (diSessa). diSessa outlines how early misconception research led to the idea that student misconceptions were systematic -- diSessa describes three different versions of this idea:
 * 1) Student learning parallels the history of science. Here, Susan Carey's work in biology is highlighted.
 * 2) Students have theories in much the same way that scientists have theories. Here, Michael McCloksky's "Theory Theory" is highlighted. This work outlined a "naive theory" of physics that students entered class with, which competed with other theories of physics they were introduced to.
 * 3) Students have a rational models for changing their beliefs (or Conceptual Change). Here Posner //et al//'s work on conceptual change is highlighted, including the conditions which must be met for a learner to change their conceptual system.

This is all contrasted with "fragmented" theories, like diSessa's own theory built around p-prims, and Minstrell's work built around facets, both suggesting working with intuitive ideas of science students have rather than rejecting them.

diSessa, Andrea A. "A History of Conceptual Change Research: Threads and Fault Lines." In the Cambridge Handbook of the Learning Sciences, edited by K. Sawyer, 2006