Conceptual Change in Elementary Social Studies: A Case Study of Fourth Graders' Understanding of Human Rights

Abstract

Students in social studies classrooms often develop misconceptions about important concepts. This study focused on understanding the conceptual change processes of 17 fourth-grade students as they attempted to make sense of the abstract concept of human rights. The limitations and successes in students learning are discussed within the framework of conceptual change and motivation research. Findings point to the influence of students' personal agendas, prior knowledge, motivation, and contextual factors on their conceptual development and the importance of encouraging students to publicly reexamine their existing views in light of new information.