Research on conceptual change (CC) has revealed that students face difficulties when learning that requires significant changes to their prior knowledge. Researchers have documented the challenges in education to promote CCs and concluded that conventional teaching does not facilitate these changes. Moreover, both research on educational approaches that addresses the CC challenges and these approaches require refinement. II show that developmental teaching (DT) approaches, including El’konin-Davydov’s developmental education and Gal’perin’s method of stage-by-stage formation of mental actions and concepts, are promising for addressing CC challenges but are absent from CC research literature. I first review the CC challenges revealed in CC research, the way in which three CC research trends – framework theory, ontological theory, and knowledge-in-pieces theory – interpret them, and their educational recommendations to foster CC. Next, I present CC challenges and educational recommendations to foster CC from a DT perspective. I delineate convergences and divergences between the three CC research trends and DT research concerning both educational design and theories of CC. I conclude by suggesting articulations between DT research and CC research in general and the three CC research trends in particular.


中文翻译：

---

观念转变与教育：发展性教学方法被忽视的潜力

对概念改变 (CC) 的研究表明，学生在学习时会遇到困难，这需要对他们的现有知识进行重大改变。研究人员记录了促进 CC 的教育挑战，并得出结论认为传统教学不会促进这些变化。此外，关于应对 CC 挑战的教育方法的研究和这些方法都需要改进。II 表明发展教学 (DT) 方法，包括 El'konin-Davydov 的发展教育和 Gal'perin 的逐步形成心理行为和概念的方法，有望解决 CC 挑战，但 CC 研究文献中却没有。我首先回顾了 CC 研究中揭示的 CC 挑战，三种 CC 研究趋势——框架论、本体论、和知识块理论——解释它们，以及它们促进 CC 的教育建议。接下来，我从 DT 的角度提出了 CC 挑战和教育建议，以促进 CC。我描述了三个 CC 研究趋势与 DT 研究之间关于教育设计和 CC 理论的趋同和分歧。最后，我建议在 DT 研究和 CC 研究之间进行一般性的联系，特别是三种 CC 研究趋势。