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Reconsidering Conceptual Change: Issues in Theory and Practice

This book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual change. Unique in its complete treatment of the questions that should be considered to further current understanding of knowledge construction and change, this book is useful for psychologists, cognitive scientists, educational researchers, curriculum developers, teachers and educators at all levels and in all disciplines.

Informations détaillées sur le livre - Reconsidering Conceptual Change: Issues in Theory and Practice


EAN (ISBN-13): 9781402004940
ISBN (ISBN-10): 140200494X
Version reliée
Date de parution: 2002
Editeur: Springer-Verlag New York Inc.
440 Pages
Poids: 0,930 kg
Langue: eng/Englisch

Livre dans la base de données depuis 2008-03-03T15:21:53+01:00 (Zurich)
Page de détail modifiée en dernier sur 2021-07-19T12:30:10+02:00 (Zurich)
ISBN/EAN: 9781402004940

ISBN - Autres types d'écriture:
1-4020-0494-X, 978-1-4020-0494-0
Autres types d'écriture et termes associés:
Auteur du livre: limon
Titre du livre: conceptual change, what see reconsidering, theory


Données de l'éditeur

Auteur: Margarita Limón; L. Mason
Titre: Reconsidering Conceptual Change: Issues in Theory and Practice
Editeur: Springer; Springer Netherland
420 Pages
Date de parution: 2002-03-31
Dordrecht; NL
Poids: 1,760 kg
Langue: Anglais
160,49 € (DE)
164,99 € (AT)
177,00 CHF (CH)
POD
XX, 420 p.

BB; Psychology, general; Hardcover, Softcover / Psychologie; Psychologie; Verstehen; Action; Motivation; interaction; learning; learning and instruction; Learning & Instruction; Cognitive Psychology; Behavioral Sciences and Psychology; Instructional Psychology; Cognitive Psychology; Pädagogische Psychologie; Kognitive Psychologie; BC; EA

Contributors. Preface. Introduction; M. Limón, L. Mason. Part I: Theoretical Perspectives. The Processes and Challenges of Conceptual Change; M.T.H. Chi, R.D. Roscoe. Why `Conceptual Ecology' is a Good Idea; A.A. diSessa. On the Nature of Naïve Physics; S. Vosniadou. Map Reading Versus Mind Reading: Revisiting Children's Understanding of the Shape of the Earth; J. Ivarsson, et al. Understanding Conceptual Change: A Commentary; R.E. Mayer. Part II: Motivational, Social and Contextual Aspects. The Role of Motivational Beliefs in Conceptual Change; E.A. Linnenbrink, P.R. Pintrich. Situating the Question of Conceptual Change; O. Halldén, et al. Participative Learning and Conceptual Change; M. Gorodetsky, S. Keiny. Cognitive Variability in the Development of the Concept of Family: A Contextualist or a Gradualist View? M.J. Rodrigo, et al. Motivational, Social, and Contextual Aspects of Conceptual Change: A Commentary; G.M. Sinatra. Part III: Domain Specificity and Learning. The Role of Students' Epistemological Knowledge in the Process of Conceptual Change in Science; J. Leach, J. Lewis. Intuitive Rules: The Case of `More A - More B'; R. Stavy, et al. Conceptual Change in Mathematics: Understanding the Real Numbers; K. Merenluoto, E. Lehtinen. Conceptual Change in History; M. Limón. Content and Conceptual Change: A Commentary; R. White. Part IV: Instructional Practices to Promote Conceptual Change in Classroom. Developing Epistemological Thinking to Foster Conceptual Change in Different Domains; L. Mason. Science Learning Through Text: The Effect of Text Design and Text Comprehension Skills on Conceptual Change; M. Mikkilä-Erdmann. Computer-BasedInteractions for Conceptual Change in Science; M. Wiser, T.G. Amin. Knowledge Assessment and Conceptual Understanding; J. Alonso-Tapia. Change as a Process and a Disposition: A Commentary; P. Boscolo.

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