Conceptual change has been a central topic in the learning sciences for the last 20 years. During the last decade, it has widened its thematic scope from science education to other educational fields like mathematics, history and social science. New theoretical reflections also consider the interplay with affective factors, motivation, metacognition etc. Recently, learners’ epistemic beliefs and theories they hold, and the way they affect their learning have received more and more attention.
For this conference, EARLI SIG 3 invites researchers and practitioners to submit theoretical and empirical research papers that would help to stimulate the discussion about epistemic cognition and learning with conceptual change.