Información General

• Autores: Stella Vosniadou (coord.)
• Editores: Nueva York: Routledge
• Año de publicación: 2013
• Edición: 2ª
• País: Estados Unidos
• Idioma: inglés
• ISBN: 978-0-415-89882-9
• Texto completo no disponible (Saber más ...)

Otros catálogos

• Red de Bibliotecas Universitarias (REBIUN)

Listado de artículos

• • Conceptual change research: an introduction

    Stella Vosniadou

    págs. 1-8

    

  • Part I: Theoretical issues in conceptual change research

    • A bird's-eye view of the "pieces" vs "coherence" controversy (from the "pieces" side of the fence")

      Andrea A. diSessa

      págs. 31-48

      

    • Two kinds and four sub-types of misconceived knowledge, ways to change it, and the learning outcomes

      Michelene T.H. Chi

      págs. 49-70

      

    • The contextuality of knowledge: an intentional approach to meaning making and conceptual change

      Ola Halldén, Max Scheja, Liza Haglund

      págs. 71-95

      

    • Relations between short-term and long-term conceptual change

      Robert S. Siegler, Matija Svetina

      págs. 96-118

      

  • Part II: Conceptual change in the content areas

    • Conceptual change in physics

      David Brown, David Hammer

      págs. 121-137

      

    • Conceptual change when learning experimental design

      Stephanie Siler, David Klahr, Bryan J. Matlen

      págs. 138-158

      

    • Learning and teaching about matter in the elementary grades: what conceptual changes are needed?

      Carol Lindsay Smith, Marianne Wiser

      págs. 159-176

      

    • Learning and teaching about matter in the middle-school years: how can the atomic- molecular theory be meaningfully introduced?

      Marianne Wiser, Carol Lindsay Smith

      págs. 177-194

      

    • Conceptual change in Naïve biology

      Kayoko Inagaki, Giyoo Hatano

      págs. 195-219

      

    • Evolutionary biology and conceptual change: a developmental perspective

      E. Margaret Evans

      págs. 220-239

      

    • Conceptual understanding in the domain of health

      Vimla Patel, David R. Kaufman, Alla Keselman

      págs. 240-252

      

    • Changing historical conceptions of history

      Gaea Leinhardt, Anita Ravi

      págs. 253-268

      

    • Conceptual change and historical narratives about the nation: a theoretical and empirical approach

      Mario Carretero, José Antonio Castorina, Marcelo Leonardo Levinas

      págs. 269-287

      

    • Conceptual change in the social sciences

      Cecilia Lundholm, Peter Davies

      págs. 288-304

      

    • The framework theory approach applied to mathematics learning

      Xenia Vamvakoussi, Stella Vosniadou, Wim Van Dooren

      págs. 305-321

      

    • The bundling hypothesis: how perception and culture give rise to abstract mathematical concepts in individuals

      Kristen P. Blair, Jessica M. Tsang, Daniel L. Schwartz

      págs. 322-340

      

  • Part III: Conceptual change in the philosophy and history of science

    • The problem of conceptual change in the philosophy and history of science

      Theodore Arabatzis, Vasso Kindi

      págs. 343-359

      

    • Conceptual change in the history of science:life mind, and disease

      Paul Thagard

      págs. 360-374

      

  • Part IV: Learner characteristics and mechanisms for conceptual change

    • Beyond knowledge: learner characteristics influencing conceptual change

      Gale M. Sinatra, Lucia Mason

      págs. 377-394

      

    • Mental modeling in conceptual change

      Nancy J. Nersessian

      págs. 395-412

      

    • Roles for explanatory models and analogies in conceptual change

      John G. Clement

      págs. 412-446

      

    • Conceptual innovation and transfer

      Lee Martin, Daniel L. Schwartz

      págs. 447-465

      

    • Conceptual change through collaboration

      Naomi Miyake

      págs. 466-484

      

    • Teaching science for conceptual change: theory and practice

      Reinders Duit, David F. Treagust, Ari Widodo

      págs. 487-503

      

    • Self- organization in conceptual growth: practical implications

      Carl Bereiter, Marlene Scardamalia

      págs. 504-519

      

    • The knowledge integration perspective: connections across research and education

      Douglas Clark, Marcia C Linn

      págs. 520-538

      

    • Promoting conceptual change through inquiry

      Clark A. Chinn, Ravit Golan Duncan, Michael Dianovsky, Ronald Rinehart

      págs. 539-559

      

    • Representation construction to support conceptual change

      Russell Tytler, Vaughan Prain

      págs. 560-579

      

    • Model building for conceptual change

      David H. Jonassen, Matthew A. Easter

      págs. 580-600

      

  • Part VI: Reflections

    • Situating text, talk, and transfer in conceptual change: concluding thoughts

      P. Karen Murphy, Patricia A. Alexander

      págs. 603-621