Del 5 i serien Advances in Learning and Instruction Series

New Perspectives on Conceptual Change

Inbunden, Engelska, 1999

AvW. Schnotz,Stella Vosniadou,Mario Carretero

1 819 kr

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"New Perspectives on Conceptual Change" brings together the latest research on conceptual change from perspectives in developmental, cognitive and motivational psychology, instructional psychology and science education. The book addresses four main themes: the interplay between the learner's naive knowledge based on everyday experience and new knowledge conveyed by schooling and formal instruction; traditional cognitive views on knowledge acquisition and new socioconstructionist perspectives; constraints on knowledge acquisition and modification within specific learning domains; and instructional aspects of conceptual change and suggestions for the design of learning environments and teaching processes which promote conceptual change.

Produktinformation

Utgivningsdatum1999-12-17
Mått156 x 234 x 22 mm
Vikt666 g
FormatInbunden
SpråkEngelska
SerieAdvances in Learning and Instruction Series
Antal sidor348
FörlagEmerald Publishing Limited
ISBN9780080434551

Tillhör följande kategorier

Preface. Cognitive, Developmental and Motivational Aspects. Conceptual change research: state-of-the-art and future directions (S. Vosniadou). The development of ontological categories: stable dimensions and changing concepts (S. Pauen). Motivational beliefs as resources for and constraints on conceptual change (P.R. Pintrich). Situational Aspects. Conceptual change and contextualization (O. Hallden). Systems of signs and conceptual change (T. Nunes). Concepts, cognition and discourse. From mental structures to discursive tools (R. Saljo). Knowledge, belief, and opinion: a sociologist's view of conceptual change (D. Kalekin-Fishman). Domain-Specific Aspects. Knowledge restructuring in an economic subdomain: banking (A.E. Berti). Conflicting data and conceptual change in history experts (M. Limon, M. Carretero). When change does not mean replacement: different representations for different contexts (J.I. Pozo et al.). Children's conceptions about the role of realworld knowledge in mathematical modelling: analysis and improvement (L. Verschaffel et al.). Instructional Aspects. Task-dependent construction of mental models as a basis for conceptual change (W. Schnotz, A. Preus). Constraints on the effectiveness of diagrams as resources for conceptual change (R. Lowe). Computer-assisted instructional strategies for promoting conceptual change (J.A. Biemans). Conceptual change approaches in science education (R. Duit).