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Reconsidering Conceptual Change: Issues in Theory and Practice - encuadernado, tapa blanda

2002, ISBN: 9781402004940

The chapters in this volume derive from a symposium held in Madrid, Spain, from 6-8 November, 1998. Organized and supported by the Autónoma University of Madrid, the meeting was part of t… Más…

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Margarita Limón; L. Mason:

Reconsidering Conceptual Change: Issues in Theory and Practice - encuadernado, tapa blanda

ISBN: 9781402004940

The chapters in this volume derive from a symposium held in Madrid, Spain, from 6-8 November, 1998. Organized and supported by the Autónoma University of Madrid, the meeting was part of … Más…

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Limón, Margarita Mason, Lucia:
Reconsidering Conceptual Change: Issues in Theory and Practice - Primera edición

2002

ISBN: 9781402004940

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Margarita Limon:
Reconsidering Conceptual Change: Issues in Theory and Practice - encuadernado, tapa blanda

ISBN: 9781402004940

Hardback, [PU: Springer-Verlag New York Inc.], This book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual… Más…

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Margarita Limon; L. Mason:
Reconsidering Conceptual Change: Issues in Theory and Practice - encuadernado, tapa blanda

2002, ISBN: 9781402004940

Buch, Hardcover, [PU: Springer-Verlag New York Inc.], Springer-Verlag New York Inc., 2002

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Detalles del libro
Reconsidering Conceptual Change: Issues in Theory and Practice

This book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual change. Unique in its complete treatment of the questions that should be considered to further current understanding of knowledge construction and change, this book is useful for psychologists, cognitive scientists, educational researchers, curriculum developers, teachers and educators at all levels and in all disciplines.

Detalles del libro - Reconsidering Conceptual Change: Issues in Theory and Practice


EAN (ISBN-13): 9781402004940
ISBN (ISBN-10): 140200494X
Tapa dura
Año de publicación: 2002
Editorial: Springer-Verlag New York Inc.
440 Páginas
Peso: 0,930 kg
Idioma: eng/Englisch

Libro en la base de datos desde 2008-03-03T08:21:53-06:00 (Mexico City)
Página de detalles modificada por última vez el 2021-07-19T05:30:10-05:00 (Mexico City)
ISBN/EAN: 9781402004940

ISBN - escritura alterna:
1-4020-0494-X, 978-1-4020-0494-0
Mode alterno de escritura y términos de búsqueda relacionados:
Autor del libro: limon
Título del libro: conceptual change, what see reconsidering, theory


Datos del la editorial

Autor: Margarita Limón; L. Mason
Título: Reconsidering Conceptual Change: Issues in Theory and Practice
Editorial: Springer; Springer Netherland
420 Páginas
Año de publicación: 2002-03-31
Dordrecht; NL
Peso: 1,760 kg
Idioma: Inglés
160,49 € (DE)
164,99 € (AT)
177,00 CHF (CH)
POD
XX, 420 p.

BB; Psychology, general; Hardcover, Softcover / Psychologie; Psychologie; Verstehen; Action; Motivation; interaction; learning; learning and instruction; Learning & Instruction; Cognitive Psychology; Behavioral Sciences and Psychology; Instructional Psychology; Cognitive Psychology; Pädagogische Psychologie; Kognitive Psychologie; BC; EA

Contributors. Preface. Introduction; M. Limón, L. Mason. Part I: Theoretical Perspectives. The Processes and Challenges of Conceptual Change; M.T.H. Chi, R.D. Roscoe. Why `Conceptual Ecology' is a Good Idea; A.A. diSessa. On the Nature of Naïve Physics; S. Vosniadou. Map Reading Versus Mind Reading: Revisiting Children's Understanding of the Shape of the Earth; J. Ivarsson, et al. Understanding Conceptual Change: A Commentary; R.E. Mayer. Part II: Motivational, Social and Contextual Aspects. The Role of Motivational Beliefs in Conceptual Change; E.A. Linnenbrink, P.R. Pintrich. Situating the Question of Conceptual Change; O. Halldén, et al. Participative Learning and Conceptual Change; M. Gorodetsky, S. Keiny. Cognitive Variability in the Development of the Concept of Family: A Contextualist or a Gradualist View? M.J. Rodrigo, et al. Motivational, Social, and Contextual Aspects of Conceptual Change: A Commentary; G.M. Sinatra. Part III: Domain Specificity and Learning. The Role of Students' Epistemological Knowledge in the Process of Conceptual Change in Science; J. Leach, J. Lewis. Intuitive Rules: The Case of `More A - More B'; R. Stavy, et al. Conceptual Change in Mathematics: Understanding the Real Numbers; K. Merenluoto, E. Lehtinen. Conceptual Change in History; M. Limón. Content and Conceptual Change: A Commentary; R. White. Part IV: Instructional Practices to Promote Conceptual Change in Classroom. Developing Epistemological Thinking to Foster Conceptual Change in Different Domains; L. Mason. Science Learning Through Text: The Effect of Text Design and Text Comprehension Skills on Conceptual Change; M. Mikkilä-Erdmann. Computer-BasedInteractions for Conceptual Change in Science; M. Wiser, T.G. Amin. Knowledge Assessment and Conceptual Understanding; J. Alonso-Tapia. Change as a Process and a Disposition: A Commentary; P. Boscolo.

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