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In order to understand the advanced, scientific concepts of the various disciplines, students cannot rely on the simple memorization of facts. They must learn how to restructure their naive, intuitive theories based on everyday experience and lay culture. In other words, they must undergo profound conceptual change. This type of conceptual change cannot be achieved without systematic instruction that takes into consideration both individual, constructivist and sociocultural factors. Teachers must find ways to enhance individual students’ motivation by creating a social classroom environment that supports the creation of intentional learners who can engage in the deep and enduring comprehension activities required for the revision of conceptual knowledge.
Stella Vosniadou (Mon,) studied this question.