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Science educators are charged with two tasks: not only must they help students learn the correct, scientific theory at hand, but they must also help students unlearn their earlier, less accurate theories. Psychologists who have studied this process – typically termed ‘‘conceptual change’’ – have characterized the transition from naïve theories to scientific theories in several ways. … 
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Upheavals in the outer world are secondary, in the long sweep of history, to inner revolutions. We may be on the verge of such a one.
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“As viewed by astronauts from the moon, the earth lacks those lines of sociopolitical division that are so prominent on maps. And as recognized here below, the web of interlacing socioeconomic interdependencies that now enfold the planet is of one life. All that is required is a general change of vision to accord with those contemporary facts.” – Joseph Campbell, The Inner Reaches of Outer Space
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While I can’t do Kuhn’s study justice in a few hundred words, I will simplify his theory as best I can. Essentially, Kuhn argued that throughout scientific history, true changes in our understanding of the world were only derived when scientists made observations that ran contrary to popular understanding. Copernicus’ observation and defence of a heliocentric understanding of the solar system in the face of a geocentric standard allowed us to better understand the movements of the planets. Einstein’s theory of relativity ran contrary to the widely accepted Newtonian physics and have helped us master spaceflight. As Kuhn saw it, each time a scientist made an observation that broke our understanding of the world, a new set of explanations for how the world worked was able to fall out. While we had previously spent centuries explaining the movement of the stars (incorrectly) based on a geocentric understanding of the solar system, we were able to create a new and far more accurate set of explanations once Copernicus had simply proved the earth, in fact, revolved around the sun.
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