käsitevaihdon

Käsitevaihdon, often translated as "concept change" or "conceptual change" in English, refers to a learning theory that describes the process by which individuals revise their existing understanding when encountering new information that contradicts their prior beliefs or knowledge. This theory posits that learning is not merely an accumulation of new facts but can involve a fundamental restructuring of one's mental models or conceptual frameworks.

The core idea of käsitevaihdon is that learning can be challenging when new concepts clash with deeply held, often intuitive, misconceptions. These misconceptions can be resistant to change because they may be well-established, personally meaningful, or supported by everyday experiences. For effective käsitevaihdon to occur, learners must not only be exposed to the new concept but also recognize the inadequacy of their existing understanding and be motivated to adopt the new one.

Researchers in this field often distinguish between different types of conceptual change, such as accretion (adding new information without altering existing structures), restructuring (making significant changes to existing concepts), and knowledge-in-pieces (where learners hold multiple, sometimes contradictory, ideas simultaneously). Successful käsitevaihdon typically requires cognitive conflict, where learners become aware of the inconsistencies in their thinking, followed by a process of revision and consolidation of the new understanding. Educational strategies informed by käsitevaihdon aim to create learning environments that highlight these conflicts and support learners in navigating the process of conceptual revision.