“…And we believe this shift in the gaze for teachers, students and even researchers, offers a novel contribution to the literature that builds on, rather than contradicts, earlier references to applicability of models (e.g. context sensitivity in the knowledge-in-piece perspective (Hammer, 1996), lifeworld vs symbolic models (Solomon, 1983), learning impediments (Taber, 2001(Taber, , 2008, framework theories (Vosniadou, 2012), constructive alternativism and range corollary of the Kelly's personal construct theory (Fransella, 2003;Kelly, 2005) or contextual effects on students' reasoning (Palmer, 1997)).…”