Abstract
This theme, Conceptual Change Learning: A Multidimensional Lens, is presented in two issues of the Reading and Writing Quarterly. This issue contains Part II. Part I emphasized that (a) students often have pre-existing ideas that are at variance with the concepts teachers attempt to teach in science, mathematics, social studies , and other content areas (Lipson, 1984), and (b) a multidimensional lens that considers cognitive, epidemiological, motivational, and social factors is needed to understand the issues and rectify the situation .
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