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Converging perspectives on conceptual change : mapping an emerging paradigm in the learning sciences

Author: Tamer Amin; Olivia Levrini
Publisher: Abingdon, Oxon ; New York, NY : Routledge, 2018. ©2018
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
"Conceptual change, how conceptual understanding is transformed, has been investigated extensively since the 1970s. The field has now grown into a multifaceted, interdisciplinary effort with strands of research in cognitive and developmental psychology, education, educational psychology, and the learning sciences. Converging Perspectives on Conceptual Change brings together an extensive team of expert contributors  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Converging perspectives on conceptual change.
Abingdon, Oxon ; New York, NY : Routledge, 2018
(DLC) 2017029021
(OCoLC)1008775967
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Tamer Amin; Olivia Levrini
ISBN: 9781315467115 9781315467139 9781315467122 9781315467108 1315467119 1315467135 1315467127 1315467100
OCLC Number: 1008769591
Description: 1 online resource (xv, 374 pages) : illustrations
Contents: Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa --
Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou --
Addressing robust misconceptions through the ontological distinction between sequential and emergent processes / J. Bryan Henderson, Elon Langbeheim and Michelene T.H. Chi --
Conceptual change and the complexity of learning / Cecilia Lundholm --
Conceptual change, relationships, and cultural epistemologies / Ananda Marin, Douglas Medin, and Bethany Ojalehto --
Conceptual change : a cultural-historical and cognitive-developmental framework / Geoffrey B. Saxe --
Conceptual change and symbol use in physics / Bruce Sherin --
The language paradox : words invite and impede conceptual change / Susan A. Gelman and Jasmine M. DeJesus --
Gesture's role in reflecting and fostering conceptual change / Miriam A. Novack, Eliza L. Congdon, Elizabeth M. Wakefield and Susan Goldin-Meadow --
Implicit conceptual dynamics and students' explanatory model development in science / David E. Brown --
Conceptual change, materiality and hybrid minds / Roger Säljö --
Multiple representations and students' conceptual change in science / David F. Treagust, Mihye Won and Felicity McLure --
Consolidation of conceptual change, argumentation, models and explanations : why it matters for science education / Sibel Erduran, Ebru Kaya and Pinar Seda Cetin --
The dynamic material and representational practices of modeling / Richard Lehrer and Leona Schauble --
Shifts in epistemic status in argumentation and in conceptual change / María Pilar Jiménez-Aleixandre and Pablo Brocos --
Conceptual change through argumentation : a process of dynamic refinement / Leema Berland and Rosemary Russ --
Concept and critique : two intertwined routes for intellectual development in science / Laurence Viennot and Nicolas Décamp --
Evaluating self-generated explanations in the process of understanding / Shulamit Kapon --
Identifying the role of epistemic cognition and metacognition in conceptual change / Barbara K. Hofer --
Don't believe everything you think : reappraising judgments about conceptions / Doug Lombardi and Gale M. Sinatra --
The interacting dynamics of epistemology and conceptual understanding / David Hammer --
Situating practices of epistemic cognition / William A. Sandoval --
Developing an understanding of the limits of knowing / Frank C. Keil --
A discursive approach to identity and critical transitions in mathematics learning / Einat Heyd-Metzuyanim --
Identity and knowledge / Andrea A. diSessa --
Personal, deeply affective, and aesthetic engagement with science content : when disciplinary learning becomes a vehicle for identity construction / Olivia Levrini, Mariana Levin and Paola Fantini --
Overall synthesis : facing the challenge of programmatic research on conceptual change / Tamer G. Amin and Olivia Levrini.
Responsibility: edited by Tamer G. Amin and Olivia Levrini.

Abstract:

"Conceptual change, how conceptual understanding is transformed, has been investigated extensively since the 1970s. The field has now grown into a multifaceted, interdisciplinary effort with strands of research in cognitive and developmental psychology, education, educational psychology, and the learning sciences. Converging Perspectives on Conceptual Change brings together an extensive team of expert contributors from around the world, and offers a unique examination of how distinct lines of inquiry can complement each other and have converged over time. Amin and Levrini adopt a new approach to assembling the diverse research on conceptual change: the combination of short position pieces with extended synthesis chapters within each section, as well as an overall synthesis chapter at the end of the volume provide a coherent and comprehensive perspective on conceptual change research. Arranged over five parts, the book covers a number of topics including: the nature of concepts and conceptual change; representation, language and discourse in conceptual change; modeling, explanation and argumentation in conceptual change; metacognition and epistemology in conceptual change; identity and conceptual change. Throughout this wide-ranging volume, the editors present researchers and practitioners with a more internally consistent picture of conceptual change by exploring convergence and complementarity across perspectives. By mapping features of an emerging paradigm, they challenge newcomers and established scholars alike to embrace a more programmatic orientation towards conceptual change."--Provided by publisher.

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Content-negotiable representations<\/p>\n