Algunas reflexiones sobre las concepciones alternativas y el cambio conceptual

Abstract

In this paper some recent contributions to the research of students conceptions in science are reviewed. The study analyses four principles that sustain a large part of the contributions emerged during the last years in this field:

a) implicit structure, b) coexistence of ideas, c) limited homogeneity, and d) probability. Likewise, an analysis of possible processes that operate during the conceptual change is performed, by discussing on the effectiveness of the substitution of ideas and the conceptual conflict in order to achieve the conceptual change. On the base of these contributions, some implications for teaching and research in science education are pointed out.