Reconsidering Conceptual Change: Issues in Theory and Practice

Inbunden, Engelska, 2002

1 969 kr

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An account of both theoretical and practical issues in the present-day research on conceptual change. The text is divided into four parts and each of them is commented on by an invited contributor. The first two parts deal with theoretical perspectives on conceptual change. The last two focus more on implications that can be drawn from research and practical aspects to foster knowledge construction and re-construction. The book highlights the fact that not only purely cognitive aspects are involved in conceptual change processes. It indicates that for individuals to be able to achieve deep revision of their prior knowledge, it is crucial that they also modify other aspects such as their beliefs about knowledge and knowing, their motivation, affect and achievement goals. Moreover, this book indicates that the social and cultural nature of the contexts in which the change of individuals' conceptions is desired to occur plays an essential role. This book should prove useful for psychologists, cognitive scientists, educational researchers, curriculum developers, teachers and educators at all levels and all disciplines.

Produktinformation

Utgivningsdatum2002-03-31
Mått155 x 235 x 24 mm
Vikt930 g
FormatInbunden
SpråkEngelska
Antal sidor420
FörlagKluwer Academic Publishers
ISBN9781402004940

Tillhör följande kategorier

Theoretical Perspectives.- The Processes and Challenges of Conceptual Change.- Why “Conceptual Ecology” is a Good Idea.- On the Nature of Naïve Physics.- Map Reading Versus Mind Reading.- Understanding Conceptual Change: A Commentary.- Motivational, Social and Contextual Aspects.- The Role of Motivational Beliefs in Conceptual Change.- Situating the Question of Conceptual Change.- Participative Learning and Conceptual Change.- Cognitive Variability in the Development of the Concept of Family: A Contextualist or a Gradualist View?.- Motivational, Social, and Contextual Aspects of Conceptual Change: A Commentary.- Domain Specificity and Learning.- The Role of Students’ Epistemological Knowledge in the Process of Conceptual Change in Science.- Intuitive Rules: the Case of “More A — More B”.- Conceptual Change in Mathematics: Understanding the Real Numbers.- Conceptual Change in History.- Content and Conceptual Change: A Commentary.- Instructional Practices to Promote Conceptual Change in the Classroom.- Developing Epistemological Thinking to Foster Conceptual Change in Different Domains.- Science Learning Through Text: The Effect of Text Design and text Comprehension Skills on Conceptual Change.- Computer-based Interactions for Conceptual Change in Science.- Knowledge Assessment and Conceptual Understanding.- Change as a Process and a Disposition: A Commentary.

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