Conceptions and Characterization: An Explanation for the Theory-Practice Gap in Conceptual Change Theory. (Sponsored Session Strand 1 Science Learning, Understanding and Conceptual Change)

The theory building on conceptual change has led to the paradox that, in order to address teaching-learning processes, research yields an increasingly sophisticated output which alienates the teachers. The aim of this study is to explain the origin of this paradox. Drawing on exemplary data from a teaching-learning process in secondary education, I illustrate that theory building on conceptual change, that is, the attribution of conceptions to individuals, is justified by the particular characterization of individuals’ actions. From hermeneutic phenomenological perspectives, however, this justification is problematic, which is thus the cause of the theory-practice gap. The implications of this explanation are discussed.