International Handbook of Research on Conceptual Change (Hardcover)

Introduction  Part 1: Philosophical Foundations  1. The Problem of Conceptual Change in the Philosophy of Science  2. The Conceptual Change Approach in the History of Science  3. The Conceptual Change Approach in Psychology  4. The Conceptual Change Approach and the Teaching of Science  Part 2: The Conceptual Change Approach in Developmental Psychology  5. Conceptual Acquisition and Change  6. The Problem of Conceptual Change in Development  7. Conceptual Development as Theory Change: A Cognitive/Computational Account  8. The Development of Mathematical Cognition and the Problem of Conceptual Change  Part 3: Conceptual Change in Learning and Instruction  9. Fragmentation and Conceptual Change  10. A Framework Theory Approach to Conceptual Change  11. Conceptual Change as an Ontological Shift  12. A Cognitive-Sociocultural View of Conceptual Change  13. Conceptual Change as Social Fact  14. Phenomenography and Conceptual Change  Part 4: The Conceptual Change Approach in the Content Areas  15. Conceptual Change in Physics  16. Conceptual Change in Astronomy  17. Conceptual Change in Chemistry  18. Conceptual Change in Biology  19. Conceptual Change in History  20. Conceptual Change in Mathematics  21. Conceptual Change in Medicine  22. Conceptual Change in Engineering  23. Teachers and Conceptual Change  Part 5: Learner Characteristics and Conceptual Change  24. Metacognitive Knowledge in Conceptual Change  25. Epistemological Beliefs and Conceptual Change  26. Intentional Conceptual Change  27. Beliefs, Motivation, and Personal Epistemologies in Conceptual Change  28. Transfer of Learning and Conceptual Change  Part 6: Teaching for Conceptual Change  29. Teaching Science for Conceptual Change  30. Teaching for Understanding in the Elementary School Classroom  31. The Role of Analogies and Models in Teaching for Conceptual Change  a32. Teaching with Technology for Conceptual Change