ABSTRACT In this article, we propose an analysis of the state of, and trends in, the field of conceptual change research in science education through the lens of its models. Using a quantitative approach, we reviewed all conceptual change articles (n = 245) published in five major journals in the field of science education in search of the support that their authors give to conceptual change models (CC models). We looked for support in the form of explicit or implicit mentions, favourable and unfavourable position statements and empirical confirmations and refutations. The results present a thorough description of all types of support, as well as their evolution from the early days of the field to today. We also propose a hierarchical list of the 86 CC models that we have recorded, appearing in decreasing order by the support they received from the literature. General comments are formulated in order to provide an interpretation of the field and its evolution.

中文翻译：

---

科学学习中概念变化的模型：根据主要期刊发表的文章的支持建立详尽的清单

摘要 在本文中，我们建议通过模型的视角分析科学教育中概念变化研究领域的现状和趋势。使用定量方法，我们审查了在科学教育领域的五个主要期刊上发表的所有概念变化文章（n = 245），以寻求其作者对概念变化模型（CC 模型）的支持。我们以明确或隐含的提及、有利和不利的立场陈述以及实证确认和反驳的形式寻求支持。结果提供了对所有类型的支持的全面描述，以及它们从该领域的早期到今天的演变。我们还提出了我们记录的 86 个 CC 模型的分层列表，他们从文献中得到的支持以降序出现。制定一般性评论是为了提供对该领域及其演变的解释。