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Advances in Learning and Instruction series Reframing the Conceptual Change Approach in Learning and Instruction 1st Edition by Stella Vosniadou, Xenia Vamvakoussi ISBN 0080453554 9780080453552

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Reframing the Conceptual Change Approach in Learning and Instruction Advances in Learning and Instruction Advances in Learning and Instruction Advances in Learning and Instruction 1st Edition Stella Vosniadou Digital Instant Download

Author(s): Stella Vosniadou, Aristides Baltas, Xenia Vamvakoussi
ISBN(s): 9780080453552, 0080453554
Edition: 1
File Details: PDF, 1.58 MB
Year: 2007
Language: english
SKU: EB-2171726 Categories: , Tags: , ,

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Product details:
ISBN 10: 0080453554
ISBN 13: 9780080453552
Author: Stella Vosniadou, Xenia Vamvakoussi

Drawing from philosophical, historical, and psychological research, this book redefines conceptual change as it applies to learning and instruction. Divided into three sections, this book addresses: foundations of conceptual change research, examines the influence that personal beliefs have on conceptual change, and focuses on mathematics learning and teaching. It reflects current state-of-the-art conceptual change work. Each section includes a specialized introduction and ends with thought-provoking commentaries. It is written by experts in the field.

Advances in Learning and Instruction series Reframing the Conceptual Change Approach in Learning and Instruction 1st Edition Table of contents:

Chapter 1: Conceptual Change: An Overview

  • The History and Evolution of Conceptual Change Theory
  • Key Theories and Models in Conceptual Change
  • The Importance of Conceptual Change in Learning
  • Criticisms and Limitations of Traditional Conceptual Change Theories
  • A New Perspective: Reframing Conceptual Change

Chapter 2: Cognitive and Epistemological Foundations of Conceptual Change

  • Understanding Cognitive Development in the Context of Conceptual Change
  • The Role of Metacognition and Epistemological Beliefs
  • Constructivist Approaches to Conceptual Change
  • The Interaction Between Cognitive Structures and New Information
  • Epistemic Motivation and the Willingness to Change Beliefs

Chapter 3: Mechanisms of Conceptual Change

  • How Concepts Are Built: Constructivist Principles of Learning
  • The Role of Disequilibrium and Cognitive Conflict
  • Accommodation, Assimilation, and Conceptual Restructuring
  • The Impact of Prior Knowledge on Learning
  • Integrating New Information: The Role of Social Interaction and Reflection

Chapter 4: Reframing the Conceptual Change Process

  • Moving Beyond the Dichotomy of Accommodation vs. Assimilation
  • The Role of Cultural, Social, and Contextual Factors
  • A Dynamic and Situated View of Conceptual Change
  • Proposing a Model of Conceptual Change as an Iterative, Collaborative Process
  • Reinterpreting Cognitive Conflict in Instructional Design

Chapter 5: Conceptual Change and Instructional Practices

  • Instructional Approaches for Fostering Conceptual Change
  • The Role of Scaffolding and Guidance in the Learning Process
  • Designing Instruction for Deep Understanding and Conceptual Transformation
  • The Importance of Interactive Learning Environments
  • Case Studies: Effective Instructional Strategies for Conceptual Change

Chapter 6: Conceptual Change in Science Education

  • The Challenges of Teaching Complex Scientific Concepts
  • Research on Conceptual Change in Science Learning
  • Teaching Strategies for Facilitating Conceptual Change in Science
  • The Role of Inquiry-Based Learning in Science Education
  • Evidence from Empirical Studies in Science Instruction

Chapter 7: Conceptual Change Across Different Domains

  • Conceptual Change in Mathematics Education
  • The Role of Conceptual Change in Social Studies and Humanities
  • Conceptual Change in Language and Literacy Development
  • Understanding Conceptual Change in Other Domains of Knowledge
  • Cross-Disciplinary Insights into Conceptual Change

Chapter 8: Assessment of Conceptual Change

  • Measuring Conceptual Change: Methods and Tools
  • Conceptual Change and Cognitive Assessments
  • The Role of Formative and Summative Assessments in Tracking Conceptual Change
  • Assessing Understanding: Interviews, Surveys, and Conceptual Diagnoses
  • Using Assessment to Facilitate Conceptual Change in Learners

Chapter 9: Challenges and Future Directions in Conceptual Change Research

  • Remaining Challenges in Conceptual Change Theories
  • The Role of Emotion, Motivation, and Identity in Conceptual Change
  • Integrating Technology in Supporting Conceptual Change
  • Future Directions: Personalizing and Scaling Instruction for Conceptual Change
  • Bridging Research and Practice: Implications for Teachers and Educators

Chapter 10: Conclusion: Reframing the Future of Learning and Instruction

  • Summarizing Key Insights and Contributions
  • The Practical Implications of a Reframed Conceptual Change Approach
  • How Educators Can Apply the New Perspectives in Practice
  • Looking Ahead: Innovations and Evolution in Conceptual Change Theory
  • Final Thoughts: Advancing the Field of Learning and Instruction

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