Abstract
One problem in science education is that students neither construct in-depth conceptual understanding nor are they able to apply scientific thinking processes. A myriad of studies on conceptual change have investigated the nature and process of conceptual change, pedagogical strategies to foster conceptual change and improve higher-level thinking. We propose a new framework - the collaborative scientific conceptual change model - to stresses the importance of high quality collaborative discourse and scientific epistemic practices in the process of conceptual change. To investigate how group interactions influence individual students' learning gains, multilevel analysis was used to analyze the hierarchically nested data and qualitative analyses were presented to compare high and low-achievement groups' discourse and their application of epistemic practices. The results found that predicting and coordinating theory and evidence were key practices that predicted students' individual posttest performance and the group interactions were related to the group understanding.
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