Teaching for Conceptual Change: Confronting Children's Experience

I enjoyed this article because it brought insight to the actual application of teaching for conceptual change in a science classroom. Through the sweater example, I was able to see how important student inquiry is in a science environment, and how hard it is to shake even the simplest of misconceptions when they are so ingrained in learners' own minds. "Learners bring their idiosyncratic and personal experiences to most learning situations. These experiences have a profound effect on the learners' views of the world and have a startling effect on their willingness and ability to accept other, more scientifically grounded explanations for how the world works" (Watson & Konicek, 37).