Abstract
Although conceptual change researchers have begun to consider the social dimension of cognitive development, few researchers have considered the implications of Erikson's psychosocial developmental theory. We propose that instruction targeted at conceptual change should be designed to consider cognitive development and capitalize on what we know about social development. This paper examines instructional strategies that promote middle school students understandings of counterintuitive science concepts and, at the same time, address their social, cognitive, and physical needs. The strategies include Concept-Oriented Reading Instruction (CORI), Discussion Webs, collaborative writing, learning logs, and divided page journals.
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