Peter W. Hewson

TL;DR: In this paper, a general model of conceptual change is proposed, which is largely derived from current philosophy of science, but which they believe can illuminate * This model is partly based on a paper entitled "Learning Special Relativity: A Study of Intellectual Problems Faced by College Students,” presented at the International Conference Celebrating the 100th Anniversary of Albert Einstein, November 8-10, 1979 at Hofstra University.

TL;DR: In this paper, a model of learning as conceptual change is developed, which investigates the conditions under which an individual holding a set of conceptions of natural phenomena, when confronted by new experiences, will either keep his or her conceptions substantially unaltered in the process of incorporating these experiences, or have to replace them because of their inadequacy.

TL;DR: This article examined conceptual conflict in the light of an epistemological model of learning as conceptual change and showed that the conceptual change model provides an explanation of conceptual conflict which is sufficiently detailed to allow it to be used in the design of instruction.

TL;DR: In this paper, a conceptual change model was used to suggest conditions under which alternative conceptions can be replaced by or differentiated into scientific conceptions and new conceptions could be integrated with existing conceptions, and a special instructional strategy and materials were developed for a particular student population, namely, black high school students in South Africa.

TL;DR: The conceptual change model has two major components: the conditions that need to be satisfied for a person to experience conceptual change and the person's conceptual ecology that provides the context in which the conceptual change occurs.