Buch, Englisch, 348 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 687 g
Buch, Englisch, 348 Seiten, Format (B × H): 161 mm x 240 mm, Gewicht: 687 g
Reihe: Advances in Learning and Instruction
ISBN: 978-0-08-043455-1
Verlag: Pergamon Press
New Perspectives on Conceptual Change brings together the latest research on conceptual change from perspectives in developmental, cognitive and motivational psychology, instructional psychology and science education.
The book addresses four main themes: The interplay between the learner's naive knowledge based on everyday experience and new knowledge conveyed by schooling and formal instruction; Traditional cognitive views on knowledge acquisition and new socioconstructionist perspectives; Constraints on knowledge acquisition and modification within specific learning domains; Instructional aspects of conceptual change and suggestions for the design of learning environments and teaching processes which promote conceptual change.
Autoren/Hrsg.
Fachgebiete
- Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
- Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie
- Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie
- Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie
- Interdisziplinäres Wissenschaften Wissenschaften Interdisziplinär Wirtschafts- und Sozialwissenschaften
Weitere Infos & Material
Preface. Cognitive, Developmental and Motivational Aspects. Conceptual change research: state-of-the-art and future directions (S. Vosniadou). The development of ontological categories: stable dimensions and changing concepts (S. Pauen). Motivational beliefs as resources for and constraints on conceptual change (P.R. Pintrich). Situational Aspects. Conceptual change and contextualization (O. Halldén). Systems of signs and conceptual change (T. Nunes). Concepts, cognition and discourse. From mental structures to discursive tools (R. Säljö). Knowledge, belief, and opinion: a sociologist's view of conceptual change (D. Kalekin-Fishman). Domain-Specific Aspects. Knowledge restructuring in an economic subdomain: banking (A.E. Berti). Conflicting data and conceptual change in history experts (M. Limón, M. Carretero). When change does not mean replacement: different representations for different contexts (J.I. Pozo et al.). Children's conceptions about the role of realworld knowledge in mathematical modelling: analysis and improvement (L. Verschaffel et al.). Instructional Aspects. Task-dependent construction of mental models as a basis for conceptual change (W. Schnotz, A. Preuß). Constraints on the effectiveness of diagrams as resources for conceptual change (R. Lowe). Computer-assisted instructional strategies for promoting conceptual change (J.A. Biemans). Conceptual change approaches in science education (R. Duit).
