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Re-framing the conceptual change approach in learning and instruction /
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 1.) Foundations of conceptual change research, 2.) Examines the influence that personal beliefs have o...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor Corporativo: | |
| Otros Autores: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam ; London :
Elsevier, in association with the European Association for Learning and Instruction,
©2007.
|
| Edición: | 1st ed. |
| Colección: | Advances in learning and instruction series.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 245 | 0 | 0 | |a Re-framing the conceptual change approach in learning and instruction / |c edited by Stella Vosniadou, Aristides Baltas, Xenia Vamvakoussi. |
| 246 | 1 | 4 | |a Reframing the conceptual change approach in learning and instruction |
| 250 | |a 1st ed. | ||
| 260 | |a Amsterdam ; |a London : |b Elsevier, in association with the European Association for Learning and Instruction, |c ©2007. | ||
| 300 | |a 1 online resource (339 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Advances in learning and instruction series | |
| 500 | |a "The present volume is an outcome of the meeting of the special interest group (SIG) on Conceptual change of the European Association for Research in Learning and Instruction (EARLI), which took place in Delphi, Greece, from May 19 to May 23, 2004"--Preface | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Cover; Copyright page; Contents; List of Figures; List of Tables; Acknowledgements; Contributors; Preface; Chapter 1. The Conceptual Change Approach and its Re-Framing; The Classical Approach to Conceptual Change; Re-Framing the Conceptual Change Approach; Concluding Statements; Acknowledgement; References; Part 1: Foundations of the Conceptual Change Approach: Kuhn's Influence; Chapter 2. The Philosophical Foundations of the Conceptual Change Approach: An Introduction; Chapter 3. In the Wake of Thomas Kuhn's Theory of Scientific Revolutions: The Perspective of an Historian of Science. | |
| 520 | |a 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 1.) Foundations of conceptual change research, 2.) Examines the influence that personal beliefs have on conceptual change, and 3.)Focuses on mathematics learning and teaching. *Reflects current state-of-the-art conceptual change work*Each section includes a specialized introduction and ends with thought-provoking commentaries*Written by experts in the field. | ||
| 506 | |3 Use copy |f Restrictions unspecified |2 star |5 MiAaHDL | ||
| 533 | |a Electronic reproduction. |b [Place of publication not identified] : |c HathiTrust Digital Library, |d 2010. |5 MiAaHDL | ||
| 538 | |a Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. |u http://purl.oclc.org/DLF/benchrepro0212 |5 MiAaHDL | ||
| 583 | 1 | |a digitized |c 2010 |h HathiTrust Digital Library |l committed to preserve |2 pda |5 MiAaHDL | |
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 600 | 1 | 0 | |a Kuhn, Thomas S. |q (Thomas Samuel), |d 1922-1996 |x Criticism and interpretation. |
| 600 | 1 | 6 | |a Kuhn, Thomas S. |
| 600 | 1 | 7 | |a Kuhn, Thomas S. |q (Thomas Samuel), |d 1922-1996 |2 fast |
| 650 | 0 | |a Concept learning. | |
| 650 | 0 | |a Learning, Psychology of. | |
| 650 | 0 | |a Knowledge, Theory of. | |
| 650 | 0 | |a Mathematics |x Study and teaching (Secondary) | |
| 650 | 6 | |a Apprentissage de concepts. | |
| 650 | 6 | |a Psychologie de l'apprentissage. | |
| 650 | 6 | |a Théorie de la connaissance. | |
| 650 | 6 | |a Mathématiques |x Étude et enseignement (Secondaire) | |
| 650 | 7 | |a epistemology. |2 aat | |
| 650 | 7 | |a EDUCATION |x Educational Psychology. |2 bisacsh | |
| 650 | 7 | |a Concept learning |2 fast | |
| 650 | 7 | |a Knowledge, Theory of |2 fast | |
| 650 | 7 | |a Learning, Psychology of |2 fast | |
| 650 | 7 | |a Mathematics |x Study and teaching (Secondary) |2 fast | |
| 655 | 7 | |a Criticism, interpretation, etc. |2 fast | |
| 700 | 1 | |a Vosniadou, Stella. | |
| 700 | 1 | |a Baltas, Aristeidēs. | |
| 700 | 1 | |a Vamvakoussi, Xenia. | |
| 710 | 2 | |a European Association for Research on Learning and Instruction. |b Special interest group "Conceptual Change" |d (2004 : |c Delphi, Greece) | |
| 776 | 0 | 8 | |i Print version: |t Re-framing the conceptual change approach in learning and instruction. |b 1st ed. |d Amsterdam ; London : Elsevier, in association with the European Association for Learning and Instruction, ©2007 |z 9780080453552 |z 0080453554 |w (OCoLC)124503828 |
| 830 | 0 | |a Advances in learning and instruction series. | |
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