Table of Contents

Acknowledgment. Contributors. Preface. General Overview (D. Kayser et al.). Introductory Remarks: three phases in the development of a new paradigm (K. VanLehn). Changes in categorization as a function of expertise and context in elementary mechanics (M.T. Bajo et al.). Conceptualising mental representations of mechanics: a method to investigate representational change (G.C. van der Veer et al.). Modelling elementary school students' solution of mechanics problems (S. Vosniadou et al.). Conceptual change as a logical theory revision process: a machine learning perspective (F. Esposito et al.). Conceptual change in the explanations of phenomena in astronomy (K. Morik, M. Muhlenbrock). Modelling conceptual change: representational issues (F. Neri et al.). Teaching the energy concept with the machine learning system APT (C. Nedellec, A. Tiberghien). Using dialogue analysis to capture teachers/student interactions that promote changes in understanding (G. Sabah et al.).