Accommodation of a scientific conception: Toward a theory of conceptual change
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The Posner et al. conceptual change model emphasises status as fundamental to the learning process.
“The Posner et al. (1982) conceptual change model emphasises the view of status as being fundamental to the learning process, arguing that in order for a new conception to be incorporated into a student's schema, the status of the conception must fulfill a number of conditions.”
From FIFTH GRADE STUDENTS ENGAGED IN A COOPERATIVE LEARNING ENVIRONMENT: EVALUATING THEIR ABILITY TO DETERMINE THE STATUS OF THEIR OWN CONCEPTIONS ABOUT MATTER (2013) · cites this paper as Posner et al. (1982)
According to Posner et al. (1982), the conditions necessary for conceptual change are dissatisfaction with existing ideas, intelligibility, plausibility, and fruitfulness of the new competing conception, often referred to as conceptual status.
“According to Posner et al. (1982), the conditions necessary for conceptual change are dissatisfaction with existing ideas, intelligibility, plausibility, and fruitfulness of the new competing conception often referred to as conceptual status.”
From FIFTH GRADE STUDENTS ENGAGED IN A COOPERATIVE LEARNING ENVIRONMENT: EVALUATING THEIR ABILITY TO DETERMINE THE STATUS OF THEIR OWN CONCEPTIONS ABOUT MATTER (2013) · cites this paper as Posner et al. (1982)
The observation that if a concept was not plausible it was also not fruitful is consistent with the conceptual change model.
“This observation is consistent with the conceptual change model (Posner et al., 1982).”
From FIFTH GRADE STUDENTS ENGAGED IN A COOPERATIVE LEARNING ENVIRONMENT: EVALUATING THEIR ABILITY TO DETERMINE THE STATUS OF THEIR OWN CONCEPTIONS ABOUT MATTER (2013) · cites this paper as Posner et al., 1982
An alternative theory will not be accepted unless it is intelligible.
“Posner et al. (1982) have argued that an alternative theory will not be accepted unless it is intelligible.”
From The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. (1993) · cites this paper as Posner et al. (1982)
Scientists will not give up a theory unless a plausible alternative theory is available, and the same holds for science learners.
“T. Kuhn (1962) has argued that scientists will not give up a theory unless there is a plausible alternative theory available, and Posner et al. (1982) have made essentially the same argument about science learners.”
From The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. (1993) · cites this paper as Posner et al. (1982)
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Learning as discourse change: A sociocultural mechanism
Wickman, P., & Östman, L. (2002) · Science Education · doi:10.1002/sce.10036 · Cited by 342 · see citing works
Concept cartoons, teaching and learning in science: an evaluation
Keogh, B., & Naylor, S. (1999) · International Journal of Science Education · doi:10.1080/095006999290642 · Cited by 342 · see citing works
Rogan, J. M., & Grayson, D. (2003) · International Journal of Science Education · doi:10.1080/09500690210145819 · Cited by 342 · see citing works
- Authors
- Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A.
- Affiliations
- Cornell University (US)
- Venue
- Science Education
- Publisher
- Wiley
- Published
- 1982-04
- Volume
- 66
- Issue
- 2
- Pages
- 211-227
- ISSN
- 0036-8326 (ISSN-L)
- 1098-237X
- OpenAlex
- W1989748540
- Semantic Scholar
- c8a51c04d39bbd568c1295eb5ea18c27f640091f
- Cited by
- 5,187
- References
- 32
- Citations by year
- 2026: 187 · 2025: 175 · 2024: 137 · 2023: 155 · 2022: 158 · 2021: 176 · 2020: 220 · 2019: 194 · 2018: 171 · 2017: 193 · 2016: 187 · 2015: 202 · 2014: 202 · 2013: 248 · 2012: 223
- FWCI
- 116.62
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Science Education (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Philosophy and History of Science
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Evolution and Science Education
- Keywords
- conceptual change, scientific concepts, accommodation, cognitive development, science learning
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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