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RESEARCH PRODUCT

A Review of Conceptual Change Research in Science Education

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This article describes research done on conceptual change as published in four of the better-known science education journals during a 20-year period, from 1981 to 2001.The present review was focused at identifying three characteristics of that research: a)temporal distribution, b) research topics, and c) methodology: experimental designs and validity. The results show that much research work was carried out, although essential elements of Conceptual Change remained unclear. With respect to the meth-odology, we have evidenced scarce replication of previous studies, and an important number of studies that fall short of desirable validity levels