Abstract
This study was designed to describe and understand students’ learning in chaos theory as it emerges within a highly interactive learning environment. A methodological approach fusing conceptual change and discourse perspective is proposed which allows description of students’ learning trajectories both in terms of conceptual change and in terms of minute shifts of students’ language games. The trajectory of activities in one student group is used to illustrate how a well‐designed curriculum can lead students to construct an unwanted conception. It is concluded that the conceptual change cum discourse perspective has the potential to integrate the affordances of both methodological approaches and past empirical accomplishments.
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