Author(s): Stella Vosniadou
Year: 2008
Language: English
Pages: 769
Book Cover......Page 1
Title......Page 4
Copyright......Page 5
Contents......Page 8
Contributors......Page 12
Conceptual Change Research: An Introduction......Page 14
I THEORETICAL ISSUES IN CONCEPTUAL CHANGE RESEARCH......Page 30
1 The Framework Theory Approach to the Problem of Conceptual Change......Page 32
2 A Bird’s-Eye View of the “Pieces” vs. “Coherence” Controversy (From the “Pieces” Side of the Fence)......Page 64
3 Three Types of Conceptual Change: Belief Revision, Mental Model Transformation, and Categorical Shift......Page 90
4 Two Tales of Conceptual Change: What Changes and What Remains the Same......Page 112
5 Relations Between Short-and Long-Term Changes in Children’s Thinking......Page 131
II CONCEPTUAL CHANGE IN THE CONTENT AREAS......Page 154
6 Conceptual Change in Physics......Page 156
7 Naïve Theories of Observational Astronomy: Review, Analysis, and Theoretical Implications......Page 184
8 Learning and Teaching about Matter in Grades K–8: When Should the Atomic-Molecular Theory be Introduced?......Page 234
9 Conceptual Change in Naïve Biology......Page 269
10 Conceptual Change and Evolutionary Biology: A Developmental Analysis......Page 292
11 Changing Conceptions in Medicine and Health......Page 324
12 Changing Historical Conceptions of History......Page 357
III CONCEPTUAL CHANGE IN THE PHILOSOPHY AND HISTORY OF SCIENCE......Page 372
13 The Problem of Conceptual Change in the Philosophy and History of Science......Page 374
14 Conceptual Change in the History of Science: Life, Mind, and Disease......Page 403
IV MECHANISMS FOR CONCEPTUAL CHANGE......Page 418
15 Mental Modeling in Conceptual Change......Page 420
16 The Role of Explanatory Models in Teaching for Conceptual Change......Page 446
17 Conceptual Change through Collaboration......Page 482
18 Dynamic Transfer and Innovation......Page 508
V THE CONTEXT AND THE LEARNER......Page 536
19 The Contextuality of Knowledge: An Intentional Approach to Meaning Making and Conceptual Change......Page 538
20 The Idea of Phenomenography and the Pedagogy of Conceptual Change......Page 562
21 Beyond Knowledge: Learner Characteristics Infl uencing Conceptual Change......Page 589
22 The Role of Knowledge, Beliefs, and Interest in the Conceptual Change Process: A Synthesis and Meta-Analysis of the Research......Page 612
VI INSTRUCTIONAL APPROACHES TO PROMOTE CONCEPTUAL CHANGE......Page 646
23 The Conceptual Change Approach and the Teaching of Science......Page 648
24 Teaching Science for Conceptual Change: Theory and Practice......Page 658
25 Teaching for Conceptual Understanding: An Approach Drawing on Individual and Sociocultural Perspectives......Page 676
26 Model Building for Conceptual Change......Page 705
27 Teaching for Conceptual Change: Distinguish or Extinguish Ideas......Page 723
Index......Page 752
