Research group Conceptual Change

The research is based on a constructivist perspective with a focus on conceptual change, where students revise and reconstruct prior knowledge as they encounter concepts and theories addressed in teaching. The main areas are geography and social studies with a particular emphasis on economics.

Group description

We develop theories of knowledge formation – how knowledge is created and change into new insights. We focus on conceptual change theoretically and empirically and examine how the process unfolds as students create new understandings when encountering scientific concepts and explanations. In our research we use a variety of methods and design interventions.

Research on conceptual change originates in Piaget's work and has expanded since the 1970s to encompass all subjects. Over the past fifteen years, there has been a growing emphasis on affective aspects such as emotions, identity, and values that influence learning. Additionally, conceptual change research investigates students' views of science – epistemic beliefs – and how such beliefs affect conceptual development and learning.

Focus topics

The research focuses on education in geography and social studies at all levels of the educational system. Social studies in primary and secondary education include a wide range of subjects such as economics, law, and political science, for example politics, democracy and policy. Additionally, research centres on business economics, history, religious education and philosophy.

We also research teacher education on social studies and religious education to advance teacher students’ conceptual understanding and knowledge of planning instruction.

Climate change, environmental problems and sustainability are integrated into - or related to - geography and social studies and are part of the research agenda.

Group members

Group managers

Cecilia Lundholm

Members

Adam Jacobsson Caroline Ignell Maja Torres Madzar Mattias Arrhenius Anna Bendz Gabriel Bladh Linda Ekström Peter Davies

Research projects

Climate change - developing social science teaching for advancing knowledge, action and hope

Publications

Swedish 12-13 year-old students’ geographical understanding of the Gulf Stream. - Arrhenius, M., Bladh, G. & Lundholm, C. (2021). Swedish 12-13 year-old students’ geographical understanding of the Gulf Stream. Journal of Geography

Swedish 12-13-year old students’ conceptions of the causes and processes forming eskers and erratics - Arrhenius, M., Lundholm, C., & Bladh, G. (2021). Swedish 12-13-year old students’ conceptions of the causes and processes forming eskers and erratics. Journal of Geoscience Education, 69(1), 43-54.

The construction of frameworks in learners’ thinking: conceptual change and threshold concepts in ec - Davies, P. (2019). The construction of frameworks in learners’ thinking: conceptual change and threshold concepts in economics, International Review of Economics Education, 30, 1-9

Educating citizens for changing economies. - Davies, P. (2006) Educating citizens for changing economies. Journal of Curriculum Studies, 38(1), 15-30.

Students’ understanding of socio-economic phenomena: conceptions about the free provision of goods a - Davies, P. & Lundholm, C. (2012). Students’ understanding of socio-economic phenomena: conceptions about the free provision of goods and services. Journal of Economic Psychology, 33, 79-89

'How Much Politics Is There'? Exploring Students' Experiences of Values and Impartiality from an Epi - Ekström L. and Lundholm, C. (2020). 'How Much Politics Is There'? Exploring Students' Experiences of Values and Impartiality from an Epistemic Perspective. Journal of Political Science Education.

'What's positive about positive rights?' Students’ everyday understandings and the challenges of tea - Ekström, L. & C. Lundholm (2018). 'What's positive about positive rights?' Students’ everyday understandings and the challenges of teaching political science. Journal of Political Science Education, 14(1), 1-16.

A longitudinal study of upper secondary school students´ values and beliefs regarding policy respons - Ignell, C., Davies, P. & C. Lundholm (2019). A longitudinal study of upper secondary school students´ values and beliefs regarding policy responses to climate change. Environmental Education Research, 25(5), 615-631.

Understanding ’price’ and the environment: exploring upper secondary students’ conceptual developmen - Ignell, C., Davies, P. & Lundholm, C. (2017). Understanding ’price’ and the environment: exploring upper secondary students’ conceptual development. Journal of Social Science Education, 16(1), 20-32.

Using Visual Representations to Enhance Students’ Understanding of Causal Relationships in Price.

Jägerskog, A-S. (2020). Using Visual Representations to Enhance Students’ Understanding of Causal Relationships in Price. Scandinavian Journal of Educational Research 65(1):1-18.

Students’ understanding of causation in pricing: a phenomenographic analysis - Jägerskog, A-S, Davies, P., & C. Lundholm (2019). Students’ understanding of causation in pricing: a phenomenographic analysis. Journal of Social Science Education.

Where to look and what to do? Blank and bright spots in research on environmental and climate change - Lundholm, C. (2019). Where to look and what to do? Blank and bright spots in research on environmental and climate change education. Editorial. Environmental Education Research. 25(10):1427-1437.

Conceptual change and the complexity of learning - Lundholm, C. (2018). Conceptual change and the complexity of learning. In T. Amin & O. Levrini (Eds.). Converging Perspectives on Conceptual Change. Mapping an Emerging Paradigm in the Learning Sciences. (pp. 34-42). London: Routledge.

Society’s response to environmental challenges: citizenship and the role of knowledge, - Lundholm, C. (2011). Society’s response to environmental challenges: citizenship and the role of knowledge, In Factis Pax, 5, 80-96.

Conceptual Change in the Social Sciences. - Lundholm, C. & Davies, P. (2013). Conceptual Change in the Social Sciences. In S. Vosniadou (Ed.). International Handbook of Research on Conceptual Change. (pp. 288-304). New York: Routledge. 2nd edition.

Climate Change and Costs: Investigating Chinese Students’ Reasoning on Nature and Economic Developme - Sternäng, L. & Lundholm. C. (2012). Climate Change and Costs: Investigating Chinese Students’ Reasoning on Nature and Economic Development. Conceptions of Nature and Economic Development. Environmental Education Research, 18, 417-436.

Climate change and morality: Students’ perspectives on the individual and society. - Sternäng, L. & Lundholm, C. (2011). Climate change and morality: Students’ perspectives on the individual and society. International Journal of Science Education, 33(8), 1131-1148.