Dear Colleagues,

Since Piaget's groundbreaking insights into how students make sense of physical phenomena and the influential ideas of Bachelard and Kuhn, a surge of exciting research has followed. Science educators now eagerly examine real classroom challenges at every level, from elementary school to university. Posner and Hewson, inspired by Kuhn, sparked a new discussion with their lively model of conceptual change, shedding light on why learners hang onto prescientific ideas. Researchers now use terms like 'alternative conceptions,' 'misconceptions,' 'representations' and 'intuitive theory' to describe these persistent beliefs. Alongside the conceptual change movement, multifaceted theories have emerged regarding the transition of students' thinking toward reasoning that is consistent and compatible with school scientific knowledge. Concepts such as modelling, argumentation, inquiry-based learning and teaching, narration, ... were the focus of research and practices.

According to this dynamic perspective, science learning is an active journey of conceptual shifts. Despite a treasure trove of studies, achieving consistently meaningful science learning remains elusive. To close this gap, many recent studies urge us to boldly connect research to vibrant classroom practice.

We invite authors to submit studies on the development of teaching strategies. Published authors can showcase innovative, research-driven approaches that combine student comprehension and conceptual change.

Submissions should clearly state potential applications or adaptations within science education. Highly recommend reading works that present a review of published research on the application of the conceptual change model in teaching science.