Reconsidering Conceptual Change

Issues in Theory and Practice

By: Margarita LimÃ³n (Editor), Lucia Mason (Editor)

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Hardcover | 31 March 2002 | Edition Number 2002

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444 Pages

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The chapters in this volume derive from a symposium held in Madrid, Spain, from 6-8 November, 1998. Organized and supported by the Aut noma University of Madrid, the meeting was part of the activities of the Special Interest Group (SIG) on Conceptual Change of the European Association for Research on Learning and Instruction (EARLI), coordinated by the editors of this book. The volume brings together contributions from leading researchers investigating the role of conceptual change to enhance meaningful learning in the classroom. The aim of the volume is to present the state of the art on a topic that has become very relevant to explaining how students, and people in general, build their knowledge and incorporate new concepts and ideas. The volume keeps the four main sessions in which the symposium was articulated. They were structured around both theoretical and practical issues of conceptual change. Particular attention was paid to discussing the characteristics of individuals' prior knowledge and to the more recent topic of how to integrate social, motivational and contextual aspects of learning within conceptual change research (Parts 1 and 2).

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"In summary, there is much in this book to inform the reader about how the field of conceptual change has moved beyond the issues identified in the simple illustration with which I began this review. In doing so, it provides more than enough to stimulate a considerable amount of productive discussion."
(Peter Hewson, University of Wisconsin-Madison, USA (Science Education, 87:4)

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You Can Find This Book In

Non-Fiction Education Educational Psychology Psychology Child & Developmental Psychology Cognition & Cognitive Psychology Mind, Body, Spirit

Contributors
Preface
Introduction
Theoretical Perspectives
The Processes and Challenges of Conceptual Change
Why `Conceptual Ecology' is a Good Idea
On the Nature of NaAve Physics
Map Reading Versus Mind Reading: Revisiting Children's Understanding of the Shape of the Earth
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 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
Table of Contents provided by Publisher. All Rights Reserved.

Reconsidering Conceptual Change

Issues in Theory and Practice

At a Glance

Hardcover

Industry Reviews

Shipping

How to return your order

Defective items

You Can Find This Book In

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