International handbook of research on conceptual change /

Bibliographic Details
Other Authors: Vosniadou, Stella
Format: Printed Book
Language:English
Published: New York : Routledge, 2008.
Series:Educational psychology handbook series
Subjects:
Concept learning > Research.
Concepts > Research.
Online Access:Table of contents only
Table of Contents:
  • Conceptual change research: an introduction / Stella Vosniadou
  • The framework theory approach to the problem of conceptual change / Stella Vosniadou, Xenia Vamvakoussi, and Irini Skopeliti
  • A bird's-eye view of the "pieces" vs. "coherence" controversy (from the "pieces" side of the fence) / Andrea A. diSessa
  • Three types of conceptual change: belief revision, mental model transformation, and categorical shift / Michelene T. H. Chi
  • Two tales of conceptual change : what changes and what remains the same / Frank C. Keil and George E. Newman
  • Relations between short- and long-term changes in children's thinking / Robert S. Siegler and Matija Svetina
  • Conceptual changes in physics / David E. Brown and David Hammer
  • Naïve theories of observational astronomy: review, analysis, and theoretical implications / William F. Brewer
  • Learning and teaching about matter in grades K-8: when should the atomic molecular theory be introduced? / Marianne Wiser and Carol L. Smith
  • Conceptual change in naïve biology / Kayoko Inagaki and Giyoo Hatano
  • Conceptual change and evolutionary biology: a developmental analysis / E. Margaret Evans
  • Changing conceptions in medicine and health / David R. Kaufman, Alla Keselman, and Vimla L. Patel
  • Changing historical conceptions of history / Gaea Leinhardt and Anita K. Ravi
  • The problem of conceptual change in the philosophy and history of science / Theodore Arabatzis and Vasso Kindi
  • Conceptual change in the history of science: life, mind, and disease / Paul Thagard
  • Mental modeling in conceptual change / Nancy J. Nersessian
  • The role of explanatory models in teaching for conceptual change / John Clement
  • Conceptual change through collaboration / Naomi Miyake
  • Dynamic transfer and innovation / Daniel L. Schwartz, Sashank Varma, and Lee Martin
  • The contextuality of knowledge: an intentional approach to meaning making and conceptual change / Ola Hallden, Max Scheja, and Liza Haglund
  • The idea of phenomenography and the pedagogy of conceptual change / Ference Marton and Ming Fai Pang
  • Beyond knowledge: learner characteristics influencing conceptual change / Gale M. Sinatra and Lucia Mason
  • The role of knowledge, beliefs, and interest in the conceptual change process: a synthesis and meta-analysis of the research / P. Karen Murphy and Patricia A. Alexander
  • The conceptual change approach and the teaching of science / Richard T. White and Richard F. Gunstone
  • Teaching science for conceptual change: theory and practice / Reinders Duit, David F. Treagust, and Ari Widodo
  • Teaching for conceptual understanding: an approach drawing on individual and sociocultural perspectives / John T. Leach and Philip H. Scott
  • Model building for conceptual change / David Jonassen
  • Teaching for conceptual change: distinguish or extinguish ideas / Marcia C. Linn.

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