Vosniadou International Handbook of Research on Conceptual Change

2. Auflage 2013
ISBN: 978-1-136-57820-5
Verlag: Taylor & Francis
Format: EPUB
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 656 Seiten

Reihe: Educational Psychology Handbook

Conceptual change research investigates the processes through which learners substantially revise prior knowledge and acquire new concepts. Tracing its heritage to paradigms and paradigm shifts made famous by Thomas Kuhn, conceptual change research focuses on understanding and explaining learning of the most the most difficult and counter-intuitive concepts. Now in its second edition, the International Handbook of Research on Conceptual Change provides a comprehensive review of the conceptual change movement and of the impressive research it has spawned on students’ difficulties in learning.

In thirty-one new and updated chapters, organized thematically and introduced by Stella Vosniadou, this volume brings together detailed discussions of key theoretical and methodological issues, the roots of conceptual change research, and mechanisms of conceptual change and learner characteristics. Combined with chapters that describe conceptual change research in the fields of physics, astronomy, biology, medicine and health, and history, this handbook presents writings on interdisciplinary topics written for researchers and students across fields.

Autoren/Hrsg.

Vosniadou, Stella

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie

Inhaltsverzeichnis

Conceptual Change Research: An Introduction Stella Vosniadou Part I: Theoretical Issues in Conceptual Change Research 1. The Framework Theory Approach to the Problem of Conceptual Change Stella Vosniadou 2. A Bird’s-Eye View of the "Pieces" vs. "Coherence" Controversy (From the "Pieces" Side of the Fence) Andrea di Sessa 3. Two Kinds and Four Sub-Types of Misconceived Knowledge, Ways to Change it, and the Learning Outcomes Michelene T.H. Chi 4. The Contextuality of Knowledge: An Intentional Approach to Meaning Making and Conceptual Change Ola Halldén, Max Scheja, and Liza Haglund 5. Relations between Short-term and Long-Term Conceptual Change Robert S. Siegler and Matija Svetina Part II: Conceptual Change in the Content Areas 6. Conceptual Change in Physics David Brown and David Hammer 7. Conceptual Change When Learning Experimental Design Stephanie Siler, David Klahr, and Bryan J. Matlen 8. Learning and Teaching about Matter in Elementary Grades: What Conceptual Changes Are Needed? Carol L. Smith and Marianne Wiser 9. Learning and Teaching about Matter in the Middle School Years: How Can the Atomic Molecular Theory be Meaningfully Introduced? Marianne Wiser and Carol L. Smith 10. Conceptual Change in Naïve Biology Kayoko Inagaki and Giyoo Hatano 11. Evolutionary Biology and Conceptual Change: A Developmental Perspective E. Margaret Evans 12. Conceptual Understanding in the Domain of Health David R. Kaufman, Alla Keselman, and Vimla L. Patel 13. Changing Historical Conceptions of History Gaea Leinhardt and Anita Ravi 14. Conceptual Change and Historical Narratives about the Nation. A Theoretical and Empirical Approach Mario Carretero, Jose A. Castorina, and Leonardo Levinas 15 Conceptual Change in the Social Sciences Cecilia Lundholm and Peter Davies 16. The Framework Theory Approach Applied to Mathematics Learning Xenia Vamvakoussi, Stella Vosniadou, and Wim Van Door

Über Autor(innen)

Stella Vosniadou is Professor of Cognitive Psychology in the Department of Philosophy and History of Science at the National and Kapodistrian University of Athens, Greece. She is the current chair of the interdisciplinary graduate program in Cognitive Science between the University of Athens and the Economic University of Athens, and director of the Cognitive Science Laboratory at the University of Athens.