Titlebook: Reconsidering Conceptual Change: Issues in Theory and Practice; Margarita Limón,Lucia Mason Book 2002 Springer Science+Business Media Dord

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Why “Conceptual Ecology” is a Good Ideaeir activation. Coordination classes, by contrast, are large systems whose very existence entails a high degree of coordination across diverse contexts. We claim that both p-prims and coordination classes are much more explicit and precise in their assumptions than is typically the case, and they bo

Reclaim

Map Reading Versus Mind Readingstration of the flexible and tool-dependent nature of cognition. It is, however, inconsistent with a more formal stage theory or a theory in which children’s reasoning is characterised by means of distinctively different conceptions. It is also at odds with a dualist perspective on human cognition i

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The Role of Motivational Beliefs in Conceptual Changene potential mediators of achievement goals to conceptual change. As in Study 1, mastery goals were positively related to a change in physics understanding; however, this did not vary based on prior knowledge. Furthermore, elaborative strategy use and negative affect partially mediated the relation

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Participative Learning and Conceptual Changery is suggested, i.e. ., and ...This model is being applied to the analysis of the learning process of a community of learners, consisting of high-school teachers that jointly strive to develop a pedagogy that will better suit their needs. To expose the differences between the analysis of learning w

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The Role of Students’ Epistemological Knowledge in the Process of Conceptual Change in Sciences, of students’ epistemological knowledge in science. The chapter concludes with suggestions about potentially fruitful directions for future research on epistemological knowledge and conceptual change in science.

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th theoretical and practical issues of conceptual change. Particular attention was paid to discussing the characteristics of individuals’ prior knowledge and to the more recent topic of how to integrate social, motivational and contextual aspects of learning within conceptual change research (Parts 1 and 2).978-90-481-5967-3978-0-306-47637-2