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Converging perspectives on conceptua...

Amin, Tamer G.

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

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Converging perspectives on conceptual change :/ edited by Tamer G. Amin & Olivia Levrini.
其他題名:	mapping an emerging paradigm in the learning sciences /
其他作者:	Amin, Tamer G.
出版者:	Abingdon, Oxon ;Routledge, : 2018.,
面頁冊數:	374 p. :ill ;24 cm.
標題:	Concept learning. -
ISBN:	9781138205406

Converging perspectives on conceptual change : = mapping an emerging paradigm in the learning sciences /
Converging perspectives on conceptual change :mapping an emerging paradigm in the learning sciences /edited by Tamer G. Amin & Olivia Levrini. - Abingdon, Oxon ;Routledge,2018. - 374 p. :ill ;24 cm.

Includes bibliographical references and index.

Knowledge in pieces : an evolving framework for understanding knowing and learning /Andrea A. diSessa --

ISBN: 9781138205406GBP29.99

LCCN: 2017029021Subjects--Topical Terms:

543247
Concept learning.

LC Class. No.: LB1062 / .C673 2018

Dewey Class. No.: 370.15/23

Converging perspectives on conceptual change : = mapping an emerging paradigm in the learning sciences /
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245 1 0 $a Converging perspectives on conceptual change : $b mapping an emerging paradigm in the learning sciences / $c edited by Tamer G. Amin & Olivia Levrini.
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300 $a 374 p. : $b ill ; $c 24 cm.
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505 0 # $t Knowledge in pieces : an evolving framework for understanding knowing and learning / $r Andrea A. diSessa -- $t Initial and scientific understandings and the problem of conceptual change / $r Stella Vosniadou -- $t Addressing robust misconceptions through the ontological distinction between sequential and emergent processes / $r J. Bryan Henderson, Elon Langbeheim and Michelene T.H. Chi -- $t Conceptual change and the complexity of learning / $r Cecilia Lundholm -- $t Conceptual change, relationships, and cultural epistemologies / $r Ananda Marin, Douglas Medin, and Bethany Ojalehto -- $t Conceptual change : a cultural-historical and cognitive-developmental framework / $r Geoffrey B. Saxe -- $t Conceptual change and symbol use in physics / $r Bruce Sherin -- $t The language paradox : words invite and impede conceptual change / $r Susan A. Gelman and Jasmine M. DeJesus -- $t Gesture's role in reflecting and fostering conceptual change / $r Miriam A. Novack, Eliza L. Congdon, Elizabeth M. Wakefield and Susan Goldin-Meadow -- $t Implicit conceptual dynamics and students' explanatory model development in science / $r David E. Brown -- $t Conceptual change, materiality and hybrid minds / $r Roger Säljö -- $t Multiple representations and students' conceptual change in science / $r David F. Treagust, Mihye Won and Felicity McLure -- $t Consolidation of conceptual change, argumentation, models and explanations : why it matters for science education / $r Sibel Erduran, Ebru Kaya and Pinar Seda Cetin -- $t The dynamic material and representational practices of modeling / $r Richard Lehrer and Leona Schauble -- $t Shifts in epistemic status in argumentation and in conceptual change / $r María Pilar Jiménez-Aleixandre and Pablo Brocos -- $t Conceptual change through argumentation : a process of dynamic refinement / $r Leema Berland and Rosemary Russ -- $t Concept and critique : two intertwined routes for intellectual development in science / $r Laurence Viennot and Nicolas Décamp -- $t Evaluating self-generated explanations in the process of understanding / $r Shulamit Kapon -- $t Identifying the role of epistemic cognition and metacognition in conceptual change / $r Barbara K. Hofer -- $t Don't believe everything you think : reappraising judgments about conceptions / $r Doug Lombardi and Gale M. Sinatra -- $t The interacting dynamics of epistemology and conceptual understanding / $r David Hammer -- $t Situating practices of epistemic cognition / $r William A. Sandoval -- $t Developing an understanding of the limits of knowing / $r Frank C. Keil -- $t A discursive approach to identity and critical transitions in mathematics learning / $r Einat Heyd-Metzuyanim -- $t Identity and knowledge / $r Andrea A. diSessa -- $t Personal, deeply affective, and aesthetic engagement with science content : when disciplinary learning becomes a vehicle for identity construction / $r Olivia Levrini, Mariana Levin and Paola Fantini -- $t Overall synthesis : facing the challenge of programmatic research on conceptual change / $r Tamer G. Amin and Olivia Levrini.
650 # 0 $a Concept learning. $3 543247
650 # 0 $a Interdisciplinary approach in education. $3 526717
700 1 # $a Amin, Tamer G. $3 1951626
700 1 # $a Levrini, Olivia. $3 3249816