From conceptual change to conceptual prevalence

This chapter explores and discusses the process of gradual integration of the idea of representational plurality within the models of conceptual change that have emerged during the history of this field of research. It argues that this integration was rather slow and progressive, and started with a rather clear rejection of pluralism up to its actual recognition, and recently to the acknowledgment of its essential role in science understanding and teaching. It also proposes an extended description of the 3-step conceptual prevalence model of teaching and frames it in the eye of pluralism. It also discusses its implications for research and practice.