Reframing the Conceptual Change Approach in Learning and Instruction

Erscheinungsjahr 2007
ISBN: 978-0-08-045355-2
Verlag: Elsevier Science Ltd

Buch, Englisch, 362 Seiten, Format (B × H): 170 mm x 246 mm, Gewicht: 767 g

Reihe: Advances in Learning and Instruction

Drawing from philosophical, historical, and psychological research, this book redefines conceptual change as it applies to learning and instruction. Divided into three sections, this book addresses 1.) Foundations of conceptual change research, 2.) Examines the influence that personal beliefs have on conceptual change, and 3.)Focuses on mathematics learning and teaching.

- Reflects current state-of-the-art conceptual change work
- Each section includes a specialized introduction and ends with thought-provoking commentaries
- Written by experts in the field

Autoren/Hrsg.

Vosniadou, Stella

Baltas, Aristides

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie

Inhaltsverzeichnis

Acknowledgments
Contributors
Preface
The Conceptual Change Approach and its Re-framing

PART 1: The Foundations of the Conceptual Change Approach: Kuhns Énfluence in Philosophy, History of Science and Psychology

The Philosophical Foundation of the Conceptual Change Approach: An Introduction
In the Wake of Thomas Kuhn's Theory of Scientific Revolutions: The Perspective of an Historian of Science
Kuhn's Philosophical Successes?
Conceptual Change and Scientific Realism: Facing Kuhns Challenge
Background 'Assumptions and the Grammar of Conceptual Change: Rescuing Kuhn by Means of Wittgenstein
Commentaries
Reflections on Conceptual Change
Conceptual Change as Structure Change: Comment on Kuhns Legacy

PART 2: Personal Epistemologies and Conceptual Change

Personal Epistemology and Conceptual Change: An Introduction
Epistemological Threads in The Fabric of Conceptual Change Research
Conceptions of Learning and the Experience of Understanding: Thresholds, Contextual Influences, and Knowledge Objects
Conceptual Change in Physics and Physics-Related Epistemological Beliefs: A Relationship under Scrutiny
Effects of Epistemological Beliefs and Learning Text Structure on Conceptual Change
Conceptual Change Ideas: Teachers Views and their Instructional Practice
Commentary
First Steps: Scholars Promising Movements Into a Nascent Field of Inquiry

PART 3: Extending the Conceptual Change Approach to Mathematics Learning and Teaching

Extending the Conceptual Change Approach to Mathematics Learning and Teaching: An Introduction
"When we Clashed with the Real Numbers": Complexity of Conceptual Change in Number Concept
How Many Numbers are there in a Rational Numbers Interval? Constraints, Synthetic Models and the Effect of the Number Line
Students Interpretations of Literal Symbols in Algebra
Teaching for Conceptual Change: The Case of Infinite Sets
Commentaries
Nurturing Conceptual Change in Mathematics Education
Reconceptualizing Conseptual Change