Abstracts - Earli

conceptual change. In this presentation I will discuss this multifaceted, multiple lens view ofconceptual change learning and I will touch on how individual differences in constructs such asmastery goals, epistemological beliefs, personal interest, importance, values, achievement goals,self-efficacy, and control beliefs can play a determinative role in intentional conceptual change.Re-conceptualizing conceptual change: What expertise development has to contributePatricia Alexander, University of Maryland, USADaniel Dinsmore, University of Maryland, USAWithin the educational research literature there is wide acceptance of the fact that the conceptualknowledge of experts differs from that of non-experts both quantitatively and qualitatively. Thereis also acknowledgment that experts and novices may approach domain-specific problems indistinct ways or may treat anomalous data differently. Even the typical mis-conceptions of expertsand non-experts are presumed to vary significantly. Although the expertise research has beenfertile ground for ascertaining the apparent contrasts in mental representations, problem-solvingstrategies, and misconceptions between true novices and acknowledged experts, that rich literaturehas been less useful in understanding how to support conceptual development in those journeyingtoward expertise. In essence, simply knowing that experts and novices are different does notnecessarily tell us how to guide someone from conceptual naivetéê to conceptual sophistication inany domain. In this presentation, we will revisit the extant literature on expertise development, asframed within the Model of Domain Learning (MDL) to address this "how" question. Specifically,we will explore how the MDL can inform efforts to facilitate conceptual development in lessexpert populations through simultaneous attention to principled knowledge, strategic processing,and motivational factors, especially individual interest.Teaching for conceptual change: Distinguish or extinguish ideasMarcia Linn, University of California, Berkeley, USAThe nature of conceptual change is contested. Some see students following a trajectory consistingof the accumulation of knowledge, consistent with the lecture method of instruction. Others seeconceptual change as constrained by developmental processes and perhaps unresponsive toinstruction. Recently an emerging view of conceptual change focuses on the broad range of ideasthat students articulate. My research on the knowledge integration perspective argues thatconceptual change results from efforts to build on ideas that students generate spontaneously,opportunities to add ideas that stimulate reconsideration of existing ideas, efforts to build criteriathat distinguish idea, and opportunities to reflect on the mix of ideas. Students who engage inknowledge integration seek to add new ideas, actively sort out their ideas, take advantage ofevidence from a range of sources including their personal experiences, and deliberately attempt tobuild coherent understanding. Contrasting these views of conceptual change raises some issuesthat all the theories of conceptual change need to address including the role of memory andforgetting, problem context, intuitive beliefs, grain size of the ideas, and successful instruction. Inthis paper I discuss these issues and seek to integrate the varied perspectives on conceptual change.– 369 –