@article{CHEN2025, 
author = {Menghan CHEN and Di YIN and Yang YU and Sainan ZHAO and Jingying WANG},
title = {Theoretical perspectives, representative models, and implementation paths of conceptual change in science education: a case study of physics},
year = {2025},
journal = {Journal of Capital Normal University (Natural Science Edition)},
volume = {46},
number = {2},
pages = {68-74},
keywords = {conceptual change, science education, physics, preconcept, misconception},
url = {https://www.sciopen.com/article/10.19789/j.1004-9398.2025.02.010},
doi = {10.19789/j.1004-9398.2025.02.010},
abstract = {The 2022 edition of the compulsory education science and physics curriculum standards emphasizes the process of constructing concepts and promotes students'understanding of abstract concepts. Learners' preconceptions in physics often have characteristics such as solidification, concealment, and difficulty in changing. It is particularly difficult to form a scientific concept of physics, and physics teaching often helps learners change their erroneous preconceptions to achieve conceptual change. This study first elaborates on the theoretical perspective of conceptual change, and conducts a deep analysis from three categories of erroneous concepts, conceptual classification theory, and non conceptual change theory. Further pointing out the three typical models of conceptual change, namely conceptual change model, cognitive reconstruction knowledge model, and dynamic model of conceptual change. Finally, a physics teaching strategy for conceptual change is proposed, including designing refutation texts, providing attribute teaching, computer science modeling, accurately presenting data, and consolidating cognitive motivation.}
}