Margarita Limón / L. Mason (eds.)

Reconsidering Conceptual Change: Issues in Theory and Practice

Herausgegeben:Mason, Lucia; Limón, Margarita

• Gebundenes Buch

Produktbeschreibung

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. Unique in its complete treatment of the questions that should be considered to further current understanding of knowledge construction and change, this book is useful for psychologists, cognitive scientists, educational researchers, curriculum developers, teachers and educators at all levels and in all disciplines.

Produktdetails

• Verlag: Springer / Springer Netherlands
• Artikelnr. des Verlages: 978-1-4020-0494-0
• Harper Trophy
• Seitenzahl: 420
• Erscheinungstermin: März 2002
• Englisch
• Abmessung: 250mm x 162mm x 24mm
• Gewicht: 1760g
• ISBN-13: 9781402004940
• ISBN-10: 140200494X
• Artikelnr.: 22028884

Inhaltsangabe

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

Rezensionen

"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)