18-03-2021  Thursday

01 February to 31 May, 2021

Conversation and Interaction Analysis in Science,Technology, Engineering, and Mathematics Education Research

Every Monday (14:00-16:00), Thursday (11:00-13:00)

Venue: Online Meeting/Video Conferencing

Coordinator: Prof. Ayush Gupta

Graduate Course (Elective)

Instructor: Prof. Ayush Gupta


Thursday Seminar on "Learning the Scientific Concept of Energy: Testing a Unified Model of Conceptual Change"

Date: 18 March, 2021
Time: 15:30 - 16:30

Venue: Online Meeting/Video Conferencing

Coordinator: Dr. Mashood K. K.


Prof. Tamer Amin

Zoom Link:


Or you can use:

Meeting ID:

940 5808 5713




A survey of research on conceptual change in science learning reveals a wide range of theoretical perspectives. Some of these perspectives characterize the conceptual knowledge of learners in some domain in terms of central concepts and the relationships between them while others prefer broad characterizations of numerous knowledge resources. Some provide accounts of the learning process placing emphasis on structural conceptual changes, while others emphasize continuity at the level of intuitive knowledge. These perspectives are often presented as alternatives to one another. In this presentation, I will outline a model of conceptual change in science learning that integrates components of these (usually) competing perspectives. I argue that such a model is needed if we are to meet the many demands that we have for a theory of conceptual change in science learning: accounting for apparent stability and contextual variations in conceptual understanding in a domain; accounting for changes in understanding at different times scales; suggesting effective instructional strategies; and designing long-term curricular progressions. I illustrate this model of conceptual change and its potential using the concept of energy as a test case.

Bio Sketch:

Tamer Amin is Associate Professor and Chair of the Department of Education at the American University of Beirut, Lebanon. His primary research interest is in how conceptual understanding develops with the acquisition of expertise in science. He has examined the conceptual metaphors implicit in everyday and scientific language and explored their implications for accounts of science concept learning and teaching. He has also been working to identify convergence and complementarity among different models of conceptual change. In a parallel line of research, he has been researching the implications of multilingualism for science education in the Arab world.