Abstract
Conceptual development in science has been studied for decades with learners of all ages and for a variety of science topics, ideas, and concepts. Increasingly, scholars have presented differing views regarding what it is important to be studying about conceptual development and conceptual change, how teaching practice is/should be influencing and be influenced by research in this domain, the extent to which cognition, social interactions, and affect/emotions (could) shape conceptual development and change, the extent to which language and other modes of communication influence, or possibly constitute, concept development/ change, and whether, and the degree to which (from zero to a high degree), a variety of theoretical frameworks can be used together and inform research in this domain.
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