Modeling and Representing Conceptual Change in the Learning of Successive Theories

Abstract Most educational literature on conceptual change concerns the process by which introductory students acquire scientific knowledge. However, with modern developments in science and technology, social significance of learning successive theories is steadily increasing, thus opening new areas interest to discipline-based education research, e.g., quantum logic, information, communication. Here, we present an initial proposal for modeling transition from understanding a theory its successor explore generative potential applying it concrete case—the classical-quantum physics. In pursue such task, make coordinated use contributions research not only education, but also history philosophy science, teaching mechanics, mathematics education. By means analytical instruments developed characterizing trajectories at different representational levels, review empirical search connections between cognitive demands. The analysis shows rich landscape changes challenges that are absent traditionally considered cases change. order fully disclose analysis, visualize categorical dynamic frames, identifying recognizable patterns answer students’ need comparability older paradigm. Finally, show how frame representation can be used suggest pattern-dependent strategies promote content, may work as guide curricular design.