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.
Reconsidering Conceptual Change
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"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)
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science text comprehension, educational assessment, acquired force meaning, generalized springiness, developing epistemological thinking, prior knowledge about science, elaborative strategy use, dot crowdedness, conceptual change group, prior knowledge about history, traditional text design, text comprehension test, change text design, goal theory model, cream molecules, data fluidity, conceptual change text, concerning photosynthesis, coordination classes, conceptual change research, metaconceptual awareness, lateral categories, intentional conceptual change, collaborative convergence, flawed mental model Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Lawrence Erlbaum Associates, Kluwer Academic Publishers, Science Education, Cambridge University Press, Reconsidering Conceptual Change, French Revolution, Review of Educational Research, Oxford University Press, Journal of Research, Human Development, Child Development, Academic Press, Educational Studies, European Journal of Psychology of Education, Tel Aviv University, Unpublished Master, Science Teaching, Educational Researcher, Journal of Educational Psychology, Woburn Press, Cognitive Science, University of Minnesota Press, University of Chicago Press, Ministerio de Educación New!
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science text comprehension, educational assessment, acquired force meaning, generalized springiness, developing epistemological thinking, prior knowledge about science, elaborative strategy use, dot crowdedness, conceptual change group, prior knowledge about history, traditional text design, text comprehension test, change text design, goal theory model, cream molecules, data fluidity, conceptual change text, concerning photosynthesis, coordination classes, conceptual change research, metaconceptual awareness, lateral categories, intentional conceptual change, collaborative convergence, flawed mental model Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Lawrence Erlbaum Associates, Kluwer Academic Publishers, Science Education, Cambridge University Press, Reconsidering Conceptual Change, French Revolution, Review of Educational Research, Oxford University Press, Journal of Research, Human Development, Child Development, Academic Press, Educational Studies, European Journal of Psychology of Education, Tel Aviv University, Unpublished Master, Science Teaching, Educational Researcher, Journal of Educational Psychology, Woburn Press, Cognitive Science, University of Minnesota Press, University of Chicago Press, Ministerio de Educación New!
Books on Related Topics Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Back Cover | Surprise Me!
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