Using conceptual change as a theoretical lens, the purpose of this study is to describe the structure of a learner's conceptual ecology within a specific content area (biological evolution) and to illustrate how this ecology influences the process of conceptual change. Data were gathered using participant observations in a high school Biology II classroom as well as a series of 17 open‐ended and structured interviews with each of four research participants. The interviews were designed to illustrate the participants' approaches to biology as well as to describe their changing conceptual frameworks for evolutionary theory. Interview techniques used include: concept mapping, drawing interviews, discussion of pre‐ and posttests, and sorting tasks. A learner's conceptual ecology for evolution was found to include prior conceptions related to evolutionary theory (both scientific and alternative), scientific and religious orientations, view of the biological world, and acceptance of evolutionary theory. However, the data demonstrate that the actions of these aspects of the conceptual ecology can vary among individuals and no single controlling mechanism was isolated. Most importantly, the data demonstrate that conceptual change has significant affective cornponents as evidence is evaluated by learners and this evaluation is often based on extralogical criteria. © 1995 John Wiley & Sons, Inc.

The purpose of this study was to investigate the patterns of students' conceptual restructuring within the theoretical framework of biologic evolution. The study draws on conceptual change theory in an effort to define the limits of the theory and suggest other models of restructuring. Through a series of 17 structured and open-ended interviews with each of 4 participants, the students' changing conceptions about facets of evolutionary theory were documented throughout the school year. Interview questions were developed from the wealth of alternative conceptions documented in the literature, and many interview techniques were employed to assure the mode validity of all research findings. The conceptual change documented demonstrates that many conceptions in this content area are closely interwoven, so that a change in one conception requires a change in many others. Four patterns of conceptual change were seen: (a) cascade, (b) wholesale, (c) incremental, and (d) dual constructions. Of these 4, only 2 conform to the changes described by conceptual change theory. The other two patterns suggest that different models of conceptual restructuring are required for further science education research.

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