The purpose of this case study, informed by a Lakatosian perspective, is to identify how an alternative conception that originates in present learning but is related directly to subsequent learning contexts can be constructed. Before the study, one of the authors found by accident that a student who had learned about Avogadro's principle and chemical reaction in South Korea constructed an alternative conception related to the volume of gas. Later, we identified seven Korean high school students with the alternative conception through a test and analyzed their underlying understandings qualitatively through interviews. The results show that they had a scientific conception—core conception—and intuitive assumptions about implicit information of external representations—implicit assumptions—in common. The students' implicit assumptions could be divided into three types again: core assumption, auxiliary assumption, and context-inducing assumption. The core assumption, like the core conception, played a significant role in constructing the alternative conception (hard core), while the auxiliary assumptions were incomplete implicit assumptions to protect the alternative conception (protective belt). The context-inducing assumption was an implicit assumption bringing the context of the subsequent curriculum, and the core conception and the core assumption could be interpreted in this induced context. At the end of the study, the implications related to learning progressions were discussed.

中文翻译：

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高中生与气体体积相关的替代概念的演变：拉卡托斯的观点

本案例研究的目的是根据拉卡托斯的观点，确定如何构建源于当前学习但与后续学习环境直接相关的替代概念。在研究之前，一位作者偶然发现一位在韩国学习过阿伏伽德罗原理和化学反应的学生构建了一种与气体体积相关的替代概念。随后，我们通过测试确定了七名具有另类观念的韩国高中生，并通过访谈定性分析了他们的底层理解。结果表明，他们有一个共同的科学观念——核心观念——和对外部表征隐含信息的直观假设——内隐假设。学生的隐含假设又可以分为三种类型：核心假设、辅助假设和情境诱导假设。核心假设与核心构想一样，在构建替代构想（硬核）中发挥着重要作用，而辅助假设则是保护替代构想（保护带）的不完整隐含假设。语境诱导假设是一种隐含的假设，带来了后续课程的语境，核心概念和核心假设可以在这个诱导语境中得到解释。在研究结束时，讨论了与学习进展相关的影响。