| 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 Product Type: Hardcover Published: December 1999 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. |
| 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" (1.46 lbs) 348 pages |
| 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. |
