Conceptual Change: Analogies Great and Small and the Quest for Coherence

In Michael R. Matthews (ed.), International Handbook of Research in History, Philosophy and Science Teaching. Springer. pp. 1345-1361 (2014)
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Historians and philosophers of science have, in recent decades, offered evidence in support of several influential models of conceptual change in science. These models have often drawn on and in turn driven research on conceptual change in childhood and in science education. This nexus of reciprocal influences is held together by several largely unexamined analogies and by several assumptions concerning analogy itself. In this chapter, we aim to shed some light on these hidden premises and subject them to critical scrutiny. Our critical survey suggests the following hypothesis: conceptual change in both childhood and science is driven by the epistemic subject’s quest for coherence.



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Brian Dunst
University of South Florida (PhD)
Alex Levine
University of South Florida

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References found in this work

The Structure of Scientific Revolutions.Thomas S. Kuhn - 1962 - Chicago, IL: University of Chicago Press. Edited by Ian Hacking.
The origin of concepts.Susan Carey - 2009 - New York: Oxford University Press.
On the origin of species.Charles Darwin - 1964 - New York: Oxford University Press. Edited by Gillian Beer.
Intelligence without representation.Rodney A. Brooks - 1991 - Artificial Intelligence 47 (1--3):139-159.
Genetic epistemology.Jean Piaget - 1970 - New York,: Columbia University Press.

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