Conceptual Change in Students Learning Science : Case Study on the Lower Secondary School Students' Conceptual Change in the Study of Evolution

Abstract

In this study, we analyzed the processes of conceptual change of students learning about evolution. The following processes (1) - (3) were identified: (1) enlargement of denotation of concept. (2) conception in the learners' meta-cognition. (3) change in the connotation of concept, and awareness of conceptual change.It became clear that processes (2) - (3) played an important role in the conceptual changes. Consequently, we conclude that Hashweh's idea of demarcation has promoted the function of these processes in the design of science teaching.