International Handbook of Research on Conceptual Change
Edited by Stella Vosniadou
Published June 20th 2013 by Routledge – 644 pages
Series: Educational Psychology Handbook
Conceptual change research investigates the processes through which learners substantially revise prior knowledge and acquire new concepts. Tracing its heritage to paradigms and paradigm shifts made famous by Thomas Kuhn, conceptual change research focuses on understanding and explaining learning of the most the most difficult and counter-intuitive concepts. Now in its second edition, the International Handbook of Research on Conceptual Change provides a comprehensive review of the conceptual change movement and of the impressive research it has spawned on students’ difficulties in learning.
In thirty-one new and updated chapters, organized thematically and introduced by Stella Vosniadou, this volume brings together detailed discussions of key theoretical and methodological issues, the roots of conceptual change research, and mechanisms of conceptual change and learner characteristics. Combined with chapters that describe conceptual change research in the fields of physics, astronomy, biology, medicine and health, and history, this handbook presents writings on interdisciplinary topics written for researchers and students across fields.
"The International Handbook of Research on Conceptual Change offers a wealth of ideas, from a range of perspectives, drawing on a diverse literature. It should be an essential resource for anyone working in the fields of learning and conceptual development as researcher or advanced student."--Science & Education
Conceptual Change Research: An Introduction Stella Vosniadou Part I: Theoretical Issues in Conceptual Change Research 1. The Framework Theory Approach to the Problem of Conceptual Change Stella Vosniadou 2. A Bird’s-Eye View of the "Pieces" vs. "Coherence" Controversy (From the "Pieces" Side of the Fence) Andrea di Sessa 3. Two Kinds and Four Sub-Types of Misconceived Knowledge, Ways to Change it, and the Learning Outcomes Michelene T.H. Chi 4. The Contextuality of Knowledge: An Intentional Approach to Meaning Making and Conceptual Change Ola Halldén, Max Scheja, and Liza Haglund 5. Relations between Short-term and Long-Term Conceptual Change Robert S. Siegler and Matija Svetina Part II: Conceptual Change in the Content Areas 6. Conceptual Change in Physics David Brown and David Hammer 7. Conceptual Change When Learning Experimental Design Stephanie Siler, David Klahr, and Bryan J. Matlen 8. Learning and Teaching about Matter in Elementary Grades: What Conceptual Changes Are Needed? Carol L. Smith and Marianne Wiser 9. Learning and Teaching about Matter in the Middle School Years: How Can the Atomic Molecular Theory be Meaningfully Introduced? Marianne Wiser and Carol L. Smith 10. Conceptual Change in Naïve Biology Kayoko Inagaki and Giyoo Hatano 11. Evolutionary Biology and Conceptual Change: A Developmental Perspective E. Margaret Evans 12. Conceptual Understanding in the Domain of Health David R. Kaufman, Alla Keselman, and Vimla L. Patel 13. Changing Historical Conceptions of History Gaea Leinhardt and Anita Ravi 14. Conceptual Change and Historical Narratives about the Nation. A Theoretical and Empirical Approach Mario Carretero, Jose A. Castorina, and Leonardo Levinas 15 Conceptual Change in the Social Sciences Cecilia Lundholm and Peter Davies 16.The Framework Theory Approach Applied to Mathematics Learning Xenia Vamvakoussi, Stella Vosniadou, and Wim Van Dooren 17. The Bundling Hypothesis: How Perception and Culture Give Rise to Abstract Mathematical Concepts in Individuals Kristen P. Blair, Jessica M. Tsang, and Daniel L. Schwartz Part III: Conceptual Change in the Philosophy and History of Science 18. The Problem of Conceptual Change in the Philosophy and History of Science Theodore Arabatsis and Vaso Kindi 19. Conceptual Change in the History of Science: Life, Mind, and Disease Paul Thagard Part IV: Learner Characteristics and Mechanisms for Conceptual Change 20. Beyond Knowledge: Learner Characteristics Influencing Conceptual Change Gale Μ. Sinatra and Lucia Mason 21. Mental Modeling in Conceptual Change Nancy J. Nersessian 22. Roles for Explanatory Models and Analogies in Conceptual Change John J. Clement 23. Conceptual Innovation and Transfer Lee Martin and Daniel L. Schwartz 24. Conceptual Change through Collaboration Naomi Miyake Part V: Instructional Approaches to Promote Conceptual Change 25. Teaching Science for Conceptual Change – Theory and Practice Reinders Duit, David F. Treagust and Ari Widodo 26. Self-Organization in Conceptual Growth: Practical Implications Carl Bereiter and Marlene Scardamalia 27. The Knowledge Integration Perspective: Connections Across Research and Education Douglas B. Clark and Marcia C. Linn 28. Promoting Conceptual Change through Inquiry Clark A. Chinn, Ravit Golan Duncan, Michael Dianovsky, and Ronald Rinehart 29. Representation Construction to Support Conceptual Change Russell Tytler and Vaughan Prain 30. Model Building for Conceptual Change David Jonassen and Matthew A. Easter Part VI: Reflections 31. Situating Text, Talk, and Transfer in Conceptual Change: Concluding Thoughts P. Karen Murphy and Patricia Alexander
Stella Vosniadou is Professor of Cognitive Psychology in the Department of Philosophy and History of Science at the National and Kapodistrian University of Athens, Greece. She is the current chair of the interdisciplinary graduate program in Cognitive Science between the University of Athens and the Economic University of Athens, and director of the Cognitive Science Laboratory at the University of Athens.