From misconceptions to reasoning skills the role of scientific reasoning in conceptual change

Abstract

The acquisition of knowledge about the world, the learning of scientific knowledge, has long been a concern for researchers. Just as the term ‘science’ refers to both scientific knowledge and the methods and procedures for acquiring it, so research on the development of children’s scientific knowledge can be divided into two distinct strands. One strand focuses on the ‘product’, the individual’s knowledge of scientific concepts, i.e. domain-specific knowledge, and the other on the processes, activities, and domain-specific strategies that facilitate the formation of this conceptual system (Zimmermann, 2005). The domain-specific approach involves research on conceptual development and conceptual change, while the other strand focuses on the role of domain-specific reasoning skills. In addition to presenting the main findings of these two research areas, the paper points out the links and draws some implications for educational practice.