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

 Abstract. Conceptual change is predominantly described as a rational process; however, researchers are beginning to explore alternative explanations for why some students learn but others given the same opportunities do not. New perspectives include social and motivational factors, ontological issues, modelling ability, intellectual development and the question of whether conceptual change is revolutionary or evolutionary. This paper argues that conceptual change is best understood when multiple perspectives are used to interpret chemistry learning. Case studies of two apparently similar students are used to show that personal factors and differing interests and purposes for studying science can significantly influence learning outcomes. The case studies support an argument that high scores on achievement tests are unreliable indicators of conceptual learning and recommend that teachers and researchers pay more attention to qualitative indicators of learning such as students’ conceptual status, modelling level and intellectual position. The findings suggest that teachers and curriculum developers should take into account the qualitative differences that studies such as this identify