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International Handbook of Research on Conceptual Change.

Av: Materialtyp: TextSerie: Utgivningsuppgift: Oxford : Taylor & Francis Group, 2013Datum för upphovsrätt: ©2013Utgåva: 2nd edBeskrivning: 1 online resource (657 pages)Innehållstyp:
  • text
Medietyp:
  • computer
Bärartyp:
  • online resource
ISBN:
  • 9781136578212
Ämnen: Genre/form: DDK-klassifikation:
  • 370.15
Onlineresurser:
Innehåll:
Cover -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Acknowledgments -- Conceptual Change Research: An Introduction -- Part I THEORETICAL ISSUES IN CONCEPTUAL CHANGE RESEARCH -- Chapter 1 Conceptual Change In Learning and Instruction: The Framework Theory Approach -- Chapter 2 A Bird's-Eye View of the "Pieces" vs. "Coherence" Controversy (from the "Pieces" Side of the Fence) -- Chapter 3 Two Kinds and Four Sub-Types of Misconceived Knowledge, Ways to Change It, and the Learning Outcomes -- Chapter 4 The Contextuality of Knowledge: An Intentional Approach to Meaning Making and Conceptual Change -- Chapter 5 Relations Between Short-term and Long-term Conceptual Change -- Part II CONCEPTUAL CHANGE IN THE CONTENT AREAS -- Chapter 6 Conceptual Change in Physics -- Chapter 7 Conceptual Change When Learning Experimental Design -- Chapter 8 Learning and Teaching about Matter in the Elementary Grades: What Conceptual Changes Are Needed? -- Chapter 9 Learning and Teaching About Matter in the Middle-School Years: How Can the Atomic-Molecular Theory Be Meaningfully Introduced? -- Chapter 10 Conceptual Change in Naïve Biology -- Chapter 11 Evolutionary Biology and Conceptual Change: A Developmental Perspective -- Chapter 12 Conceptual Understanding in the Domain of Health -- Chapter 13 Changing Historical Conceptions of History -- Chapter 14 Conceptual Change and Historical Narratives About the Nation: A Theoretical and Empirical Approach -- Chapter 15 Conceptual Change in the Social Sciences -- Chapter 16 The Framework Theory Approach Applied to Mathematics Learning -- Chapter 17 The Bundling Hypothesis: How Perception and Culture Give Rise to Abstract Mathematical Concepts in Individuals -- Part III CONCEPTUAL CHANGE IN THE PHILOSOPHY AND HISTORY OF SCIENCE.
Chapter 18 The Problem of Conceptual Change in the Philosophy and History of Science -- Chapter 19 Conceptual Change in the History of Science: Life, Mind, and Disease -- Part IV LEARNER CHARACTERISTICS AND MECHANISMS FOR CONCEPTUAL CHANGE -- Chapter 20 Beyond Knowledge: Learner Characteristics Influencing Conceptual Change -- Chapter 21 Mental Modeling in Conceptual Change -- Chapter 22 Roles for Explanatory Models and Analogies in Conceptual Change -- Chapter 23 Conceptual Innovation and Transfer -- Chapter 24 Conceptual Change Through Collaboration -- Part V INSTRUCTIONAL APPROACHES TO PROMOTE CONCEPTUAL CHANGE -- Chapter 25 Teaching Science for Conceptual Change: Theory and Practice -- Chapter 26 Self-Organization in Conceptual Growth: Practical Implications -- Chapter 27 The Knowledge Integration Perspective: Connections Across Research and Education -- Chapter 28 Promoting Conceptual Change Through Inquiry -- Chapter 29 Representation Construction to Support Conceptual Change -- Chapter 30 Model Building for Conceptual Change -- Part VI REFLECTIONS -- Chapter 31 Situating Text, Talk, and Transfer in Conceptual Change: Concluding Thoughts -- Contributors -- Index.
Sammanfattning: In thirty-one new and updated chapters, organized thematically and introduced by Stella Vosniadou, this volume brings together detailed discussions of key theoretical and methodological issues, the roots of conceptual change research, and mechanisms of conceptual change and learner characteristics. Combined with chapters that describe conceptual change research in the fields of physics, astronomy, biology, medicine and health, and history, this handbook presents writings on interdisciplinary topics written for researchers and students across fields.
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Cover -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- Acknowledgments -- Conceptual Change Research: An Introduction -- Part I THEORETICAL ISSUES IN CONCEPTUAL CHANGE RESEARCH -- Chapter 1 Conceptual Change In Learning and Instruction: The Framework Theory Approach -- Chapter 2 A Bird's-Eye View of the "Pieces" vs. "Coherence" Controversy (from the "Pieces" Side of the Fence) -- Chapter 3 Two Kinds and Four Sub-Types of Misconceived Knowledge, Ways to Change It, and the Learning Outcomes -- Chapter 4 The Contextuality of Knowledge: An Intentional Approach to Meaning Making and Conceptual Change -- Chapter 5 Relations Between Short-term and Long-term Conceptual Change -- Part II CONCEPTUAL CHANGE IN THE CONTENT AREAS -- Chapter 6 Conceptual Change in Physics -- Chapter 7 Conceptual Change When Learning Experimental Design -- Chapter 8 Learning and Teaching about Matter in the Elementary Grades: What Conceptual Changes Are Needed? -- Chapter 9 Learning and Teaching About Matter in the Middle-School Years: How Can the Atomic-Molecular Theory Be Meaningfully Introduced? -- Chapter 10 Conceptual Change in Naïve Biology -- Chapter 11 Evolutionary Biology and Conceptual Change: A Developmental Perspective -- Chapter 12 Conceptual Understanding in the Domain of Health -- Chapter 13 Changing Historical Conceptions of History -- Chapter 14 Conceptual Change and Historical Narratives About the Nation: A Theoretical and Empirical Approach -- Chapter 15 Conceptual Change in the Social Sciences -- Chapter 16 The Framework Theory Approach Applied to Mathematics Learning -- Chapter 17 The Bundling Hypothesis: How Perception and Culture Give Rise to Abstract Mathematical Concepts in Individuals -- Part III CONCEPTUAL CHANGE IN THE PHILOSOPHY AND HISTORY OF SCIENCE.

Chapter 18 The Problem of Conceptual Change in the Philosophy and History of Science -- Chapter 19 Conceptual Change in the History of Science: Life, Mind, and Disease -- Part IV LEARNER CHARACTERISTICS AND MECHANISMS FOR CONCEPTUAL CHANGE -- Chapter 20 Beyond Knowledge: Learner Characteristics Influencing Conceptual Change -- Chapter 21 Mental Modeling in Conceptual Change -- Chapter 22 Roles for Explanatory Models and Analogies in Conceptual Change -- Chapter 23 Conceptual Innovation and Transfer -- Chapter 24 Conceptual Change Through Collaboration -- Part V INSTRUCTIONAL APPROACHES TO PROMOTE CONCEPTUAL CHANGE -- Chapter 25 Teaching Science for Conceptual Change: Theory and Practice -- Chapter 26 Self-Organization in Conceptual Growth: Practical Implications -- Chapter 27 The Knowledge Integration Perspective: Connections Across Research and Education -- Chapter 28 Promoting Conceptual Change Through Inquiry -- Chapter 29 Representation Construction to Support Conceptual Change -- Chapter 30 Model Building for Conceptual Change -- Part VI REFLECTIONS -- Chapter 31 Situating Text, Talk, and Transfer in Conceptual Change: Concluding Thoughts -- Contributors -- Index.

In thirty-one new and updated chapters, organized thematically and introduced by Stella Vosniadou, this volume brings together detailed discussions of key theoretical and methodological issues, the roots of conceptual change research, and mechanisms of conceptual change and learner characteristics. Combined with chapters that describe conceptual change research in the fields of physics, astronomy, biology, medicine and health, and history, this handbook presents writings on interdisciplinary topics written for researchers and students across fields.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2025. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

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