In this article we propose some adjustments to the models of conceptual change that belong to the “classical” tradition for the purpose of improving the efficiency of science teaching that aims at producing such “conceptual changes”. These adjustments are suggested on the basis of recent research results in neuroeducation and psychopedagogy. We first present a synthetic description of the classical tradition of conceptual change, its founding principles, and the literature that supports it, as well as pointing out some of its shortcomings. Next, we present the relevant results that call the model into question, and we propose some adjustments in the form of a three-step procedure that we believe can better produce appropriate “conceptual prevalence.” Finally, we present plausible implications of the discussed neuroeducative findings for learning in general.
Potvin, P. (2013). Proposition for improving the classical models of conceptual change based on neuroeducational evidence: conceptual prevalence. Neuroeducation, 2(1), 16-43. [PDF]