{"pk":31670,"title":"Barriers to Conceptual Change in Learning Science Concepts: A Theoretical Conjecture","subtitle":null,"abstract":"This paper identifies and characterizes the existence of a specific class of \"constojcts\" which may be particularly difficult to learn and understand. Their difficulty necessitates conceptual change, which is a form of learning which we define in the context of this class of constructs. Our explanation seems to fit a diverse set of data concerning the difficulty in learnirig science concepts of this nature. Instructional implications for how w e can overcome this barrier to conceptual change will also be entertained.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Submitted Presentations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2pf1487h","frozenauthors":[{"first_name":"Michelene","middle_name":"T.H.","last_name":"Chi","name_suffix":"","institution":"University of Pittsburgh","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"1993-01-01T10:00:00-08:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/31670/galley/22738/download/"}]}