Need to identify the initial ideas for the instructors to create new ideas. We can also tap on the various prior knowledge to build on new information.

1. People's construct of knowledge may differ due to their prior experiences and the contexts that they are exposed to.

2. It is important to understand how to conceptual change work and then apply the different strategies to help students to understand concepts better (either reorganising some small pieces or restructuring and doing an overhaul of prior knowledge)

3. Conceptual change takes time - so be patient if the students don't get it the first time. It might not be you but the context that they are familiar with.

• KIP (Knowledge in Pieces): Knowledge operates at a smaller scale and is heavily influenced by specific contexts.

• FT (Framework Theory): Knowledge functions at a larger scale, leading to significant, foundational changes in understanding.

• Conceptual change is the refining of old, naive, prior understandings into new, deeper, accurate understandings.

• Prior knowledge is often entrenched, and persistent.

• There are two main theories for conceptual change - Knowledge in Pieces (knowledge is fragmented) and Framework Theory (knowledge is coherent).

• Conceptual change is a slow, and complex process.

• The role of teachers is crucial in conceptual change.

Understanding whether students’ ideas are fragmented or coherent can shape the design of learning experiences. For me, this insight reinforces the need to engage students in multiple contexts and challenges, so they can restructure their fragmented ideas into a more coherent understanding, fostering deeper learning and critical thinking in line with 21st-century competencies which is crucial.

Teachers need to know that students have their own concepts, so they need to pay attention to their cognition or ideas during or before teaching, and design sessions in a targeted manner to help guide them.

Students' understanding is not merely a reflection of coherent theories but a dynamic interplay of fragmented knowledge pieces influenced by context. This perspective encourages educators to be more attentive to the diverse ways students conceptualize ideas and to create learning environments that acknowledge and leverage these differences.

1) Food for thought: KiP - apart from inconsistency or incorrect understanding of knowledge building, should we also consider the inability to acquire the expected knowledge (misunderstanding VS cannot understand)

2) KIP of FT?: Both symbiotically need to work for fruitful learning. Without attention to small, integral details and jumping to the big picture, there would be hollow spaces in learning= A weak foundation leads to collapse

Conversely, if the focus is always only on learning ideas and no transfer of knowledge via application, there is no progression or building up=STAGNANCY