The Conceptual

Change Model (CCM)

Conditions Necessary to Change

Conceptual Understanding

The students must be dissatisfied with their

existing views.
The new conception must appear somewhat
plausible.
The new conception must be more attractive.
The new conception must have explanatory and
predictive power.

Posner, Strike, Hewson & Gertzog (1982). Accommodations of a scientific

conception: Toward a theory of conceptual change. Science Education, 66,
211-227.

What are the steps to

take when teaching for
conceptual change?
STUDENTS MUST

1. Commit to an Outcome
Students think about their understanding and
decide on an answer to a question or challenge.

2. Expose beliefs
Students share beliefs in small groups, then
with the entire class. This can be done in
many formats.

3. Confront beliefs
Students test predictions using materials
and procedures, followed by discussion in
small groups.

4. Accommodate the new concept

Students work toward resolving conflicts (if
any) between their ideas, the ideas from the
class discussion, and their observations.
Teachers assist by asking pertinent questions
that help students reflect and explain.

5. Extend the concept

Students try to make connections between
concepts learned in class and other
situations, including their daily lives.
Teachers may help by asking students to
make connections or to bring examples.

6. Go beyond!
Teachers encourage and challenge students
to pursue additional questions and
problems of their choice related to the
concept.

Something to Remember!
1.

2.

3.

Students will not all

begin at the same
conceptual place.
Students will not all
finish at the same
conceptual place.
The goal is to move
all students along
in their
understanding!

Do Science Videos Help?

Check this web site

for an interesting
take on effectiveness
of videos:
https://fnoschese.wo
rdpress.com/2011/03
/17/khan-academyand-theeffectiveness-ofscience-videos/

Resources

http://drjohnscience.pbworks.com Click on Teacher Web Links for

Inquiry Science.
Targeting Student Misconceptions: Physical Science Concepts
Using the Conceptual Change Model by Joseph Stepans, PhD. (I
bought this book through the NSTA store but can no longer find it.
http://www.newyorkscienceteacher.com/sci/pages/miscon/index.p
hp
http://www.svsu.edu/mathscicenter/uploads/science/gsmiscon.htm
http://homepage.mac.com/vtalsma/misconcept.html
A Private Universe (streamed):
http://www.learner.org/resources/series28.html
Minds of Our Own (streamed):
http://www.learner.org/resources/series26.html

Resources, cont.

Conceptual Change
SciEd Resource Assistant (ERIC)
http://www.ericse.org/~ericseorg/CD-1/CD/sciedtopics.htm
Teaching for Conceptual Change: Confronting Children's Thinking
Phi Delta Kappan
http://www.mdk12.org/instruction/success_mspap/general/projectb
ett er/
science/s-52-53.html
Teaching for Conceptual Change
http://www.mdk12.org/practices/good_instruction/projectbetter/
science/s-52-53.html
Enhancing Learning Through Conceptual Change Teaching
National Association for Research in Science Teaching
http://www.educ.sfu.ca/narstsite/publications/research/concept.ht
m