My current thinking about conceptual change is similar to that already articulated in the literature

(Carey, 1985). Carey describes two possible senses of what she calls "knowledge rearucturing", weak
and strong. According to Carey, knowledge restructuring in the weak sense

Categories of Conceptual Change: Toward a Taxonomy of Coneeptual Change

I. Differentiation: new concepts emerge from existing more general velocity and
acceleration distinguishing themselves from more general idears of motion in kinematics
2 Class extension existing concepts considered different are found to be cases of one
broader notion for example, rest and constant velocity coming seen as equivalent in the
Newtonian point-of-view 3. Reconceptualization: a significant change in the nature and
relationship between concepts, eg the change from "force implizs motion" to force
implies acceleration", as in Carey's strong sense of restructuring (Carey, 19%5)

Nurturing Conceptual Change

Research Agenda Item; Investigate the process of nurturing conceptual change. Can we
record what happens in a way that allows us to study it after the fact? What are the
characteristics of a classroom setting which nurtures conceptual change? Why is it so
helpful to have a community of peers struggling with the same issue? What skilils and
knowledge are required, of the teacher to nurture conceptual change?

Studying Conceptual Changehange: 1. We need to be able to describe conceptual

change in detail 2 Attempt to reach consensus on the nature of conceptions 3. Identify
categories of conceptual change which are functionally in the classroom 4. Investigate
the nature of disequilibration . Investigate the process of nurturing conceptual change G.
Devise methods which can be used by teachers in the classroom to determine whether
conceptual change has occured