Reconsidering Conceptual Change: Issues In Theory And Practice by Margarita LimReconsidering Conceptual Change: Issues In Theory And Practice by Margarita Lim

Reconsidering Conceptual Change: Issues In Theory And Practice

byMargarita LimEditorL. Mason

Paperback | December 1, 2010

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This book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual change. It is divided into four parts and each of them is commented on by an invited discussant. The two first 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 in the classroom. Compared with the few other books in the field, the outstanding feature of this volume is its complete treatment of the questions that should be considered to further current understanding of knowledge construction and change. The book highlights the fact that not only purely cognitive aspects are involved in conceptual change processes. It indicates that for students 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. Complete and informative, this book is useful for psychologists, cognitive scientists, educational researchers, curriculum developers, teachers and educators at all levels and in all disciplines.
Title:Reconsidering Conceptual Change: Issues In Theory And PracticeFormat:PaperbackDimensions:420 pages, 23.5 × 15.5 × 0.02 inPublished:December 1, 2010Publisher:Springer-Verlag/Sci-Tech/TradeLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:9048159679

ISBN - 13:9789048159673

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Table of Contents

Contributors. Preface. Introduction; M. Limón, L. Mason. Part I: Theoretical Perspectives. The Processes and Challenges of Conceptual Change; M.T.H. Chi, R.D. Roscoe. Why `Conceptual Ecology' is a Good Idea; A.A. diSessa. On the Nature of Naïve Physics; S. Vosniadou. Map Reading Versus Mind Reading: Revisiting Children's Understanding of the Shape of the Earth; J. Ivarsson, et al. Understanding Conceptual Change: A Commentary; R.E. Mayer. Part II: Motivational, Social and Contextual Aspects. The Role of Motivational Beliefs in Conceptual Change; E.A. Linnenbrink, P.R. Pintrich. Situating the Question of Conceptual Change; O. Halldén, et al. Participative Learning and Conceptual Change; M. Gorodetsky, S. Keiny. Cognitive Variability in the Development of the Concept of Family: A Contextualist or a Gradualist View? M.J. Rodrigo, et al. Motivational, Social, and Contextual Aspects of Conceptual Change: A Commentary; G.M. Sinatra.Part III: Domain Specificity and Learning. The Role of Students' Epistemological Knowledge in the Process of Conceptual Change in Science; J. Leach, J. Lewis. Intuitive Rules: The Case of `More A - More B'; R. Stavy, et al. Conceptual Change in Mathematics: Understanding the Real Numbers; K. Merenluoto, E. Lehtinen. Conceptual Change in History; M. Limón. Content and Conceptual Change: A Commentary; R. White. Part IV: Instructional Practices to Promote Conceptual Change in Classroom. Developing Epistemological Thinking to Foster Conceptual Change in Different Domains; L. Mason. Science Learning Through Text: The Effect of Text Design and Text Comprehension Skills on Conceptual Change; M. Mikkilä-Erdmann. Computer-Based Interactions for Conceptual Change in Science; M. Wiser, T.G. Amin. Knowledge Assessment and Conceptual Understanding; J. Alonso-Tapia. Change as a Process and a Disposition: A Commentary; P. Boscolo.

Editorial Reviews

"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)