The educational psychology construct describing how learners revise or replace existing conceptual frameworks when encountering evidence or explanations that contradict their current understanding. It specifies the conditions under which prior beliefs are destabilized, the mechanisms of integration (accommodation vs. assimilation), and the markers of successful change (coherent alternative frameworks, behavioral consistency, predictive accuracy). Persistence mechanism: transmitted through pedagogical practice, empirical research literature, and curriculum design; sustained in academic disciplines that study learning and belief revision. [formal: conceptualis-transmutatio | substrate: mind | horizon: a life | explicit: yes | epoch: 0.01]
Accepted ontology entry
conceptual-change
The educational psychology construct describing how learners revise or replace existing conceptual frameworks when encountering evidence or explanations that contradict their current understanding. It specifies the conditions under which p…
Definition
Why it is in scope
The educational psychology construct describing how learners revise existing conceptual frameworks when encountering contradictory evidence or new explanatory models.
Names and aliases
- conceptual-changeen · CANONICAL
Relations from this entry
- cmrc69n4x00eza9g48tcwqd5lSERVES →
Conceptual change theory is studied, applied, and cultivated for the sake of improving education. Educators use conceptual change research to design instruction that addresses and transforms learners' preconceptions. The designed purpose is to further education's operation. 'For whose sake?' Education. SERVES direction: conceptual-change → education.
- cmrhajc2b015x8aehc613gx7cINSTANCE_OF →
Conceptual change is a specific kind of learning: the process of revising or replacing existing conceptual frameworks (Posner's conceptual change theory). It involves accommodation of new information that conflicts with prior understanding. A competent speaker would call conceptual change 'a type of learning.' Specific→general direction is correct.
Relations to this entry
- cms7me5h101yza34cnq6ynoql← SERVES
Cognitive-friction is produced or leveraged for the sake of conceptual-change. When learners encounter friction between competing mental models, that friction serves to destabilize old frameworks and enable new ones to take root. Law 8d: servant (cognitive-friction) points at master (conceptual-change).
Record identity
- Created
- Jul 24, 2026, 8:01 AM UTC
- Content hash
- 4210c31b5c5cecfe99e9b96885fa1e155b5f0cdb3e4d84260245ae4c8168faa9