International handbook of research on conceptual change
By: edited by Stella Vosniadou
Series: Educational psychology handbook series
Publisher: Routledge
Published: 2008
Place of publication: New York
Language: eng
Number of pages: 740
ISBN-13: 9780805860443; 9780805860450
Notes: Includes bibliographical references and index.
Table of contents: title: Conceptual change research: an introduction / Stella Vosniadou; title: The framework theory approach to the problem of conceptual change / Stella Vosniadou, Xenia Vamvakoussi, and Irini Skopeliti; title: A bird's-eye view of the "pieces" vs. "coherence" controversy (from the "pieces" side of the fence) / Andrea A. diSessa; title: Three types of conceptual change: belief revision, mental model transformation, and categorical shift / Michelene T. H. Chi; title: Two tales of conceptual change : what changes and what remains the same / Frank C. Keil and George E. Newman; title: Relations between short- and long-term changes in children's thinking / Robert S. Siegler and Matija Svetina; title: Conceptual changes in physics / David E. Brown and David Hammer; title: Naïve theories of observational astronomy: review, analysis, and theoretical implications / William F. Brewer; title: Learning and teaching about matter in grades K-8: when should the atomic molecular theory be introduced? / Marianne Wiser and Carol L. Smith; title: Conceptual change in naïve biology / Kayoko Inagaki and Giyoo Hatano; title: Conceptual change and evolutionary biology: a developmental analysis / E. Margaret Evans; title: Changing conceptions in medicine and health / David R. Kaufman, Alla Keselman, and Vimla L. Patel; title: Changing historical conceptions of history / Gaea Leinhardt and Anita K. Ravi; title: The problem of conceptual change in the philosophy and history of science / Theodore Arabatzis and Vasso Kindi; title: Conceptual change in the history of science: life, mind, and disease / Paul Thagard; title: Mental modeling in conceptual change / Nancy J. Nersessian; title: The role of explanatory models in teaching for conceptual change / John Clement; title: Conceptual change through collaboration / Naomi Miyake; title: Dynamic transfer and innovation / Daniel L. Schwartz, Sashank Varma, and Lee Martin; title: The contextuality of knowledge: an intentional approach to meaning making and conceptual change / Ola Hallden, Max Scheja, and Liza Haglund; title: The idea of phenomenography and the pedagogy of conceptual change / Ference Marton and Ming Fai Pang; title: Beyond knowledge: learner characteristics influencing conceptual change / Gale M. Sinatra and Lucia Mason; title: 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; title: The conceptual change approach and the teaching of science / Richard T. White and Richard F. Gunstone; title: Teaching science for conceptual change: theory and practice / Reinders Duit, David F. Treagust, and Ari Widodo; title: Teaching for conceptual understanding: an approach drawing on individual and sociocultural perspectives / John T. Leach and Philip H. Scott; title: Model building for conceptual change / David Jonassen; title: Teaching for conceptual change: distinguish or extinguish ideas / Marcia C. Linn.