International Handbook of Research on Conceptual Change / Edition 1

International Handbook of Research on Conceptual Change / Edition 1

by Stella Vosniadou
     
 

The study of conceptual change traces its heritage to the notions of paradigm (networks of shared beliefs, concepts, practices) and paradigm shift made famous by Thomas Kuhn in his book, The Structure of Scientific Revolutions. Kuhn’s work was quickly linked to developmental psychology (how knowledge develops) and to science education (teaching big,

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Overview

The study of conceptual change traces its heritage to the notions of paradigm (networks of shared beliefs, concepts, practices) and paradigm shift made famous by Thomas Kuhn in his book, The Structure of Scientific Revolutions. Kuhn’s work was quickly linked to developmental psychology (how knowledge develops) and to science education (teaching big, new ideas). This book is the first comprehensive review of the conceptual change movement and of the impressive research it has spawned on how knowledge develops and can be taught in different content areas. Because of its interdisciplinary focus chapter authors were instructed to write in a manner comprehensible to researchers and students from different fields.

The International Handbook of Research on Conceptual Change consists of twenty-seven chapters that clarify the nature of conceptual change research, describes its most important findings and demonstrates their importance for education. It is organized into six sections that include detailed discussions of key theoretical and methodological issues, the roots of conceptual change research in the philosophy and history of science, mechanisms of conceptual change, and learner characteristics. It also contains chapters that describe conceptual change research in the content areas such as physics, astronomy, biology, medicine and health, and history. A particular focus is given to students’ difficulties in learning more advanced and counter-intuitive concepts.

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Product Details

ISBN-13:
9780805860450
Publisher:
Taylor & Francis
Publication date:
06/16/2008
Series:
Educational Psychology Handbook Series
Edition description:
Older Edition
Pages:
768
Product dimensions:
7.00(w) x 10.00(h) x 1.40(d)

Meet the Author

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.

Table of Contents

Conceptual Change Research: An Introduction Stella Vosniadou Vosniadou, Stella

1 The Framework Theory Approach to the Problem of Conceptual Change Stella Vosniadou Vosniadou, Stella Xenia Vamvakoussi Vamvakoussi, Xenia Irini Skopeliti Skopeliti, Irini 3

2 A Bird's-Eye View of the "Pieces" vs. "Coherence" Controversy (From the "Pieces" Side of the Fence) Andrea A. diSessa diSessa, Andrea A. 35

3 Three Types of Conceptual Change: Belief Revision, Mental Model Transformation, and Categorical Shift Michelene T. H. Chi Chi, Michelene T. H. 61

4 Two Tales of Conceptual Change: What Changes and What Remains the Same Frank C. Keil Keil, Frank C. George E. Newman Newman, George E. 83

5 Relations Between Short- and Long-Term Changes in Children's Thinking Robert S. Siegler Siegler, Robert S. Matija Svetina Svetina, Matija 102

6 Conceptual Change in Physics David E. Brown Brown, David E. David Hammer Hammer, David 127

7 Naive Theories of Observational Astronomy: Review, Analysis, and Theoretical Implications William F. Brewer Brewer, William F. 155

8 Learning and Teaching about Matter in Grades K-8: When Should the Atomic-Molecular Theory be Introduced? Marianne Wiser Wiser, Marianne Carol L. Smith Smith, Carol L. 205

9 Conceptual Change in Naive Biology Kayoko Inagaki Inagaki, Kayoko Giyoo Hatano Hatano, Giyoo 240

10 Conceptual Change and Evolutionary Biology: A Developmental Analysis E. Margaret Evans Evans, E. Margaret 263

11 Changing Conceptions in Medicine and Health David R. Kaufman Kaufman, David R. Alta Keselman Keselman, Alta Vimla L. Patel Patel, Vimla L. 295

12 Changing Historical Conceptions of History Gaea Leinhardt Leinhardt, Gaea AnitaK. Rav Rav, Anita K. 328

13 The Problem of Conceptual Change in the Philosophy and History of Science Theodore Arabatzis Arabatzis, Theodore Vasso Kindi Kindi, Vasso 345

14 Conceptual Change in the History of Science: Life, Mind, and Disease Paul Thagard Thagard, Paul 374

15 Mental Modeling in Conceptual Change Nancy J. Nersessian Nersessian, Nancy J. 391

16 The Role of Explanatory Models in Teaching for Conceptual Change John Clement Clement, John 417

17 Conceptual Change through Collaboration Naomi Miyake Miyake, Naomi 453

18 Dynamic Transfer and Innovation Daniel L. Schwartz Schwartz, Daniel L. Sashank Varma Varma, Sashank Lee Martin Martin, Lee 479

19 The Contextuality of Knowledge: An Intentional Approach to Meaning Making and Conceptual Change Ola Hallden Hallden, Ola Max Scheja Scheja, Max Liza Haglund Haglund, Liza 509

20 The Idea of Phenomenography and the Pedagogy of Conceptual Change Ference Marton Marton, Ference Ming Fai Pang Ming, Fai Pang 533

21 Beyond Knowledge: Learner Characteristics Influencing Conceptual Change Gale M. Sinatra Sinatra, Gale M. Lucia Mason Mason, Lucia 560

22 The Role of Knowledge, Beliefs, and Interest in the Conceptual Change Process: A Synthesis and Meta-Analysis of the Research P. Karen Murphy Murphy, P. Karen Patricia A. Alexander Alexander, Patricia A. 583

23 The Conceptual Change Approach and the Teaching of Science Richard T. White White, Richard T. Richard F. Gunstone Gunstone, Richard F. 619

24 Teaching Science for Conceptual Change: Theory and Practice Reinders Duit Duit, Reinders David F. Treagust Treagust, David F. Ari Widodo Widodo, Ari 629

25 Teaching for Conceptual Understanding: An Approach Drawing on Individual and Sociocultural Perspectives John T. Leach Leach, John T. Philip H. Scott Scott, Philip H. 647

26 Model Building for Conceptual Change David Jonassen Jonassen, David 676

27 Teaching for Conceptual Change: Distinguish or Extinguish Ideas Marcia C. Linn Linn, Marcia C. 694

Index 723

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