Re-framing the Conceptual Change Approach in Learning and Instruction
Stella Vosniadou, Aristeidēs Baltas, Xenia Vamvakoussi
Elsevier, 2007 - Education - 339 pages
The present volume attempts to reframe the problem of conceptual change in light of recent evidence coming from the educational and psychological literature. It also expands the field of application of the conceptual change approach by including the role of epistemological beliefs and mathematics learning and teaching which are treated from a conceptual change point of view for the first time. It concentrates on issues of primary importance for learning and instruction, while it also provides important links to the philosophy and history of science in an attempt to critically examine the roots of the conceptual change approach. The re-framed conceptual change approach is a constructivist approach that considers knowledge to be organised in domain-specific, theory-like structures, and knowledge acquisition to be characterized by theory-like changes. It makes a claim about learning that transcends many domains and can apply, for example, to the learning of mathematics, biology, psychology, and cognitive development in general. The book consists of three sections. The first section concerns the roots of the conceptual change approach in learning and instruction, which lie in the philosophy and history of science. The second section examines the influence that epistemological beliefs can have on conceptual change. The third section deals with mathematics learning and teaching from a conceptual change perspective. The chapters of each section are written by well known researchers in the field. The general introduction, the introductions to the three sections, as well as the commentaries that follow each section capture the important issues, trace the questions that need to be further investigated, and strengthen the overall coherence of the volume. Book jacket.
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International Handbook of Research on Conceptual Change
No preview available - 2008