Making claims about learning: a microgenetic multiple case study of temporal patterns of conceptual change in learners’ activation of force conceptions

Representing conceptual change is challenging. Claims that conceptual change has occurred are sometimes based on data from a small number of probes given over a relatively long interval. Data collected in this way do not allow short-lived variability to be distinguished from more stable conceptual change and can lead to mistaken conclusions about learning. Different forms of variability can be distinguished by reporting temporal patterns of...