Abstract The current international study of scientific concepts learning showed the transition from "conceptual change" to "conceptual understanding". This paper analyzed the results of the research of conceptual change teaching, found that the key factor affecting the conceptual change was the students' understanding of the scientific concept, expounded the connotation and characteristics of conceptual understanding, discussed the relationship between conceptual understanding and high-order thinking, the level of conceptual understanding, the teaching and evaluation of conceptual understanding.
LU Shan-Shan, BI Hua-Lin. From “Conceptual Change” to “Conceptual Understanding”: The Transition of Science Learning Research[J]. , 2018, 39(1): 15-18.