Dr. Peter Hewson

Peter Hewson is a prominent scholar in science education whose work has significantly shaped understanding of conceptual change in learning and teaching. His research bridges cognitive science and classroom practice, advancing models that explain how learners replace alternative conceptions with scientifically accepted ideas. Through influential studies in physics and biology education, he has contributed foundational frameworks for designing instruction that directly engages students’ prior knowledge.

His publications highlight sustained expertise in conceptual conflict, schema theory, and the role of epistemological commitments in science learning. Early work on microcomputer simulations and instructional design demonstrated how technology and carefully structured interventions can remediate misconceptions. These studies established practical strategies for diagnosing and transforming learners’ thinking, with lasting impact on science pedagogy and curriculum development.

In later years, Hewson’s scholarship expanded to science teacher education, emphasizing reflective practice, argumentation, and the preparation of prospective and newly hired teachers in diverse policy contexts. Comparative and programmatic research illustrates a commitment to improving teacher development in South Africa and beyond. Collectively, his work reflects a coherent focus on aligning theory, instruction, and policy to strengthen science education.