Reframing the Conceptual Change Approach in Learning and Instruction

Book details for Reframing the Conceptual Change Approach in Learning and Instruction

Series: Advances in Learning and Instruction 

Contributor(s): Stella Vosniadou (editor), Aristides Baltas (editor), Xenia Vamvakoussi (editor),

Format: Hardback, 240 x 165 x 36mm , 362 pp, Illustrations

Publication date: 17 Apr 2007

Imprint: Elsevier Science Ltd

ISBN: 9780080453552

Price: £65.95

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Synopsis

Drawing from philosophical, historical, and psychological research, this book redefines conceptual change as it applies to learning and instruction. Divided into three sections, this book addresses: foundations of conceptual change research, examines the influence that personal beliefs have on conceptual change, and focuses on mathematics learning and teaching. It reflects current state-of-the-art conceptual change work. Each section includes a specialized introduction and ends with thought-provoking commentaries. It is written by experts in the field.

Contents

Acknowledgments Contributors Preface The Conceptual Change Approach and its Re-framing PART 1: The Foundations of the Conceptual Change Approach: Kuhns Enfluence in Philosophy, History of Science and Psychology The Philosophical Foundation of the Conceptual Change Approach: An Introduction In the Wake of Thomas Kuhn's Theory of Scientific Revolutions: The Perspective of an Historian of Science Kuhn's Philosophical Successes? Conceptual Change and Scientific Realism: Facing Kuhns Challenge Background 'Assumptions and the Grammar of Conceptual Change: Rescuing Kuhn by Means of Wittgenstein Commentaries Reflections on Conceptual Change Conceptual Change as Structure Change: Comment on Kuhns Legacy PART 2: Personal Epistemologies and Conceptual Change Personal Epistemology and Conceptual Change: An Introduction Epistemological Threads in The Fabric of Conceptual Change Research Conceptions of Learning and the Experience of Understanding: Thresholds, Contextual Influences, and Knowledge Objects Conceptual Change in Physics and Physics-Related Epistemological Beliefs: A Relationship under Scrutiny Effects of Epistemological Beliefs and Learning Text Structure on Conceptual Change Conceptual Change Ideas: Teachers Views and their Instructional Practice Commentary First Steps: Scholars Promising Movements Into a Nascent Field of Inquiry PART 3: Extending the Conceptual Change Approach to Mathematics Learning and Teaching Extending the Conceptual Change Approach to Mathematics Learning and Teaching: An Introduction "When we Clashed with the Real Numbers": Complexity of Conceptual Change in Number Concept How Many Numbers are there in a Rational Numbers Interval? Constraints, Synthetic Models and the Effect of the Number Line Students Interpretations of Literal Symbols in Algebra Teaching for Conceptual Change: The Case of Infinite Sets Commentaries Nurturing Conceptual Change in Mathematics Education Reconceptualizing Conseptual Change