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New Perspectives on Conceptual Change
Contributor(s): Schnotz, W. (Editor), Vosniadou, Stella (Editor), Carretero, Mario (Editor)

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 ISBN: 008043455X     ISBN-13: 9780080434551
Publisher: Pergamon
OUR PRICE: $186.19  

Binding Type: Hardcover
Published: December 1999
Qty:

Annotation: New Perspectives on Conceptual Change brings together the latest research on conceptual change from perspectives in developmental, cognitive and motivational psychology, instructional psychology and science education.
The book addresses four main themes: The interplay between the learner's naive knowledge based on everyday experience and new knowledge conveyed by schooling and formal instruction; Traditional cognitive views on knowledge acquisition and new socioconstructionist perspectives; Constraints on knowledge acquisition and modification within specific learning domains; Instructional aspects of conceptual change and suggestions for the design of learning environments and teaching processes which promote conceptual change.

Click for more in this series: Advances in Learning and Instruction Series
Additional Information
BISAC Categories:
- Education | Educational Psychology
- Business & Economics
- Social Science
Dewey: 370.152
LCCN: 99036628
Series: Advances in Learning and Instruction Series
Physical Information: 0.81" H x 6.14" W x 9.21" L (1.46 lbs) 348 pages
Features: Bibliography, Illustrated, Index, Maps
 
Descriptions, Reviews, Etc.
Publisher Description:
New Perspectives on Conceptual Change brings together the latest research on conceptual change from perspectives in developmental, cognitive and motivational psychology, instructional psychology and science education. The book addresses four main themes: the interplay between the learner's naive knowledge based on everyday experience and new knowledge conveyed by schooling and formal instruction; traditional cognitive views on knowledge acquisition and new socioconstructionist perspectives; constraints on knowledge acquisition and modification within specific learning domains; and instructional aspects of conceptual change and suggestions for the design of learning environments and teaching processes which promote conceptual change.
 
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