based on various researches he did, Hewson wrote : One of the factors affecting students’s

learning in science is their existing knowledge prior to instruction. The students prior
knowledge provides an indications of the alternative conceptions as well as the conceptions
possessed by the students. The conceptual change model used here sugggests condition under
which alternative conception can be replaced by or differentiate into scientific conceptions
and new conceptions can be integrated with existing conceptions. (M.G Hewson &
P.W.Hewson, 2983:731)

3. Children as "architects" learn.

There are two main questions that are promoted in an effort to improve the quality of science
education. Both questions are:
1. How do students learn complex, structured content in such physics?
2. What implications do these questions have for science teaching?

Further analysis of the thinking behind the above question gave rise to the basic thought that
the similarity of the epistemological viewpoint in science teaching between teachers (as
instructors) and students (learners) is considered an important alternative to bridge the gap
that often occurs in science teaching, especially in solving problems. and difficulties /
obstacles faced by students regarding the complexity of the "content" of science learning that
will be taught.

In this context an assumption arises that assumes that children who learn are actually the
designers / builders of their own knowledge. They have the right to choose the materials they
need in carrying out the development

Driver says: “The emphasis in learning is not on the correspondence with an external
authority but construction by the learner of schemes which are coherent and useful to the.

More extreme views say that children (who learn) have a very important role in influencing
cognition and learning behavior. They have the right to give priority to attention in selecting
the sequence of activities that are treated against them.

One note, how the role of constructivist thought patterns is as an effort to innovate in science
learning strategies is reflected in the following writing: A large body of research in recent
years has produced a general of picture of science learning. This picture is contructivist one:
learner actively construct their existing knowledge to interpret new information in ways
which make sense to them. The build their own conceptual structures in which they
incorporate empirical phenomena, concept and explanatory patterns. Thinking about learning
in this way has led to development of learning as conceptual change.

An honest and impressive acknowledgment from Professor Dewey I Dykstra about the
pattern of constructivist views and teaching patterns oriented towards concept change, based
on decades of experience as a year as a physics lecturer at Boise State University, I am a
physict who hold a constructivist view of the nature of knowledge. I came to this point-view
because of my belief that, as the result of teaching, one’s student should have new understand
of the world. I found at the beginning of my career that when I taught as I had been taught,
new understanding on the part of students were not usually the results. As i looked around
other teacher i found that this is unfortunately the general outcome. I also do not believe that
only certain smart people can do math and science.
One of the dramatic mistakes from Piaget and Inhelder's view that has inspired the concept of
teaching and learning science until now is that they assume that before a child is 13-15 years
old, a child will not be able to propose an alternative temporary answer (hypothesis) about the
problem arising, because 'the logic of confirmation is not available to them.

Thus, they view children's mental development as something static, so they conclude that a
student's argument does not need to be considered. Piaget and Inhelder's concept is another
form of blank-minded concept as proposed by Jhon Locke.
The following authors quote at a glance the comments from Susan Carey about Piaget's
mental development: when we give up Piaget's state theory, we give you the idea of reducing
the number of thousands of individual developmental changes that occur in early childhood
to a manageable number. This is a high price to pay for the new view, and Noadupt explains
in part, many developmental psycologists have resisted abandoning Piaget's stage theory.

The driver based on his research concluded: the child even when very young has ideas about
things, and the idea is play a role in the learning experience. What children are capable of
learning depends on, at least in the part on, what they have in their heads.

Various studies conducted by education experts in recent decades show that children already
have beliefs about how a phenomenon / event occurs and their expectations about the event,
as well as their predictions about things that might happen.

Some views that support this statement, the authors quote from various literatures as follows:
The teacher need to understanding the student conceptions. By means of the students
conception that is the students belief about the world, which mean that such beliefs have to be
identified. Identifiying alternative conceptions has been the focus of a number of studies
which have provided qualitive analysis of many conceptual difficulties students have
beginning physics.

Various studies in the interaction process of learning and teaching in the classroom prove that
the ideas that already exist in the cognitive structure of children are important factors that
play a very important role in understanding the lessons and concepts of science taught in
schools.

These conceptual schemes greatly influence the children's perspective and mindset about
their environment. The schemes contained in the child's cognitive structure also greatly
influence their understanding of the concepts and ideas of science that they read or receive.
Because when a child reads a science textbook or accepts certain concepts, the concepts that
will be constructed in the cognitive structure are only concepts that can relate to pre-existing
concepts.

The first symbolic understanding pattern is ordinary mathematical language and various
forms of informal language patterns, such as gestures, rules of ritual patterns, rhythm, etc.,
which are used to express and describe certain meanings contained in the pattern of behavior.

The second pattern of empirical understanding includes science in the physical world, and
living things, including humans

The pattern of understanding all three aesthetics is the field of meaning related to beauty and
art, such as visual music, literature etc.
The fourth pattern of understanding sinoetics is a field of what Michael Polanyi calls
"personal knowledge" and Martin Bubber is called "I Thou relations"
The fifth pattern of ethical thinking is that which relates to moral meanings and moral
awareness and values contained therein.

The sixth, synoptic thinking pattern is a collection of meanings and facts that are
comprehensive and integrative, such as history, religion, and philosophy.

These six meaningful basic patterns are the foundation of all the meanings present in the
order of experience of human life, which gave birth to various knowledge and disciplines,
including natural science.

4. Learning as a "change of concept"

Starting from the study above, it can be seen that what is said "life world" is one's personal
knowledge of the surrounding world and the observed phenomena contained therein.
Whereas "science world" is a pattern of empirical understanding, about the physical world,
and living things, including humans which are obtained based on the facts and evidence of
observations and verifications that are carried out and can be accounted for by the truth, so
that it is also called public knowledge.

David E. Brown writes learning in science is viewed as a process of conceptual change rather
than simply conceptual growth.