語系:
繁體中文
English
說明(常見問題)
登入
回首頁
切換:
標籤
|
MARC模式
|
ISBD
Converging perspectives on conceptual change : = mapping an emerging paradigm in the learning sciences
紀錄類型:
書目-語言資料,印刷品 : Monograph/item
正題名/作者:
Converging perspectives on conceptual change :/ Tamer G. Amin and Olivia Levrini.
其他題名:
mapping an emerging paradigm in the learning sciences
其他作者:
Levrini, Olivia.
出版者:
Abingdon, Oxon :Routledge, : 2018.,
面頁冊數:
1 online resource (xv, 374 p.)
標題:
Interdisciplinary approach in education. -
電子資源:
https://www.taylorfrancis.com/books/9781315467139
ISBN:
9781315467139 (ebk.)
Converging perspectives on conceptual change : = mapping an emerging paradigm in the learning sciences
Converging perspectives on conceptual change :
mapping an emerging paradigm in the learning sciences[electronic resource] /Tamer G. Amin and Olivia Levrini. - Abingdon, Oxon :Routledge,2018. - 1 online resource (xv, 374 p.)
Includes bibliographical references.
Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the ontological distinction between sequential and emergent processes / J. Bryan Henderson, Elon Langbeheim and Michelene T.H. Chi -- Conceptual change and the complexity of learning / Cecilia Lundholm -- Conceptual change, relationships, and cultural epistemologies / Ananda Marin, Douglas Medin, and Bethany Ojalehto -- Conceptual change : a cultural-historical and cognitive-developmental framework / Geoffrey B. Saxe -- Conceptual change and symbol use in physics / Bruce Sherin -- The language paradox : words invite and impede conceptual change / Susan A. Gelman and Jasmine M. DeJesus -- Gesture's role in reflecting and fostering conceptual change / Miriam A. Novack, Eliza L. Congdon, Elizabeth M. Wakefield and Susan Goldin-Meadow -- Implicit conceptual dynamics and students' explanatory model development in science / David E. Brown -- Conceptual change, materiality and hybrid minds / Roger Säljö -- Multiple representations and students' conceptual change in science / David F. Treagust, Mihye Won and Felicity McLure -- Consolidation of conceptual change, argumentation, models and explanations : why it matters for science education / Sibel Erduran, Ebru Kaya and Pinar Seda Cetin -- The dynamic material and representational practices of modeling / Richard Lehrer and Leona Schauble -- Shifts in epistemic status in argumentation and in conceptual change / María Pilar Jiménez-Aleixandre and Pablo Brocos -- Conceptual change through argumentation : a process of dynamic refinement / Leema Berland and Rosemary Russ -- Concept and critique : two intertwined routes for intellectual development in science / Laurence Viennot and Nicolas Décamp -- Evaluating self-generated explanations in the process of understanding / Shulamit Kapon -- Identifying the role of epistemic cognition and metacognition in conceptual change / Barbara K. Hofer -- Don't believe everything you think : reappraising judgments about conceptions / Doug Lombardi and Gale M. Sinatra -- The interacting dynamics of epistemology and conceptual understanding / David Hammer -- Situating practices of epistemic cognition / William A. Sandoval -- Developing an understanding of the limits of knowing / Frank C. Keil -- A discursive approach to identity and critical transitions in mathematics learning / Einat Heyd-Metzuyanim -- Identity and knowledge / Andrea A. diSessa -- Personal, deeply affective, and aesthetic engagement with science content : when disciplinary learning becomes a vehicle for identity construction / Olivia Levrini, Mariana Levin and Paola Fantini -- Overall synthesis : facing the challenge of programmatic research on conceptual change / Tamer G. Amin and Olivia Levrini.
ISBN: 9781315467139 (ebk.)
LCCN: 2017029021Subjects--Topical Terms:
572491
Interdisciplinary approach in education.
LC Class. No.: LB1062 / .C673 2018
Dewey Class. No.: 370.15/23
Converging perspectives on conceptual change : = mapping an emerging paradigm in the learning sciences
LDR
:03772cam a2200241 a 4500
001
1095696
005
20221013154501.0
006
m o d
007
cr cn
008
221228s2018 enk ob 000 0 eng
010
$a
2017029021
020
$a
9781315467139 (ebk.)
020
$a
9781138205390 (hbk.)
020
$a
9781138205406 (pbk.)
035
$a
1110926245
040
$a
DLC
$b
eng
$c
DLC
$d
DLC
050
0 0
$a
LB1062
$b
.C673 2018
082
0 0
$a
370.15/23
$2
23
245
0 0
$a
Converging perspectives on conceptual change :
$b
mapping an emerging paradigm in the learning sciences
$h
[electronic resource] /
$c
Tamer G. Amin and Olivia Levrini.
260
$a
Abingdon, Oxon :
$b
Routledge,
$c
2018.
300
$a
1 online resource (xv, 374 p.)
504
$a
Includes bibliographical references.
505
0
$a
Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the ontological distinction between sequential and emergent processes / J. Bryan Henderson, Elon Langbeheim and Michelene T.H. Chi -- Conceptual change and the complexity of learning / Cecilia Lundholm -- Conceptual change, relationships, and cultural epistemologies / Ananda Marin, Douglas Medin, and Bethany Ojalehto -- Conceptual change : a cultural-historical and cognitive-developmental framework / Geoffrey B. Saxe -- Conceptual change and symbol use in physics / Bruce Sherin -- The language paradox : words invite and impede conceptual change / Susan A. Gelman and Jasmine M. DeJesus -- Gesture's role in reflecting and fostering conceptual change / Miriam A. Novack, Eliza L. Congdon, Elizabeth M. Wakefield and Susan Goldin-Meadow -- Implicit conceptual dynamics and students' explanatory model development in science / David E. Brown -- Conceptual change, materiality and hybrid minds / Roger Säljö -- Multiple representations and students' conceptual change in science / David F. Treagust, Mihye Won and Felicity McLure -- Consolidation of conceptual change, argumentation, models and explanations : why it matters for science education / Sibel Erduran, Ebru Kaya and Pinar Seda Cetin -- The dynamic material and representational practices of modeling / Richard Lehrer and Leona Schauble -- Shifts in epistemic status in argumentation and in conceptual change / María Pilar Jiménez-Aleixandre and Pablo Brocos -- Conceptual change through argumentation : a process of dynamic refinement / Leema Berland and Rosemary Russ -- Concept and critique : two intertwined routes for intellectual development in science / Laurence Viennot and Nicolas Décamp -- Evaluating self-generated explanations in the process of understanding / Shulamit Kapon -- Identifying the role of epistemic cognition and metacognition in conceptual change / Barbara K. Hofer -- Don't believe everything you think : reappraising judgments about conceptions / Doug Lombardi and Gale M. Sinatra -- The interacting dynamics of epistemology and conceptual understanding / David Hammer -- Situating practices of epistemic cognition / William A. Sandoval -- Developing an understanding of the limits of knowing / Frank C. Keil -- A discursive approach to identity and critical transitions in mathematics learning / Einat Heyd-Metzuyanim -- Identity and knowledge / Andrea A. diSessa -- Personal, deeply affective, and aesthetic engagement with science content : when disciplinary learning becomes a vehicle for identity construction / Olivia Levrini, Mariana Levin and Paola Fantini -- Overall synthesis : facing the challenge of programmatic research on conceptual change / Tamer G. Amin and Olivia Levrini.
650
0
$a
Interdisciplinary approach in education.
$3
572491
650
0
$a
Concept learning.
$3
562035
700
1
$a
Levrini, Olivia.
$e
editor.
$1
https://orcid.org/0000-0002-4267-3989
$3
1356349
700
1
$a
Amin, Tamer.
$3
1404039
856
4 0
$u
https://www.taylorfrancis.com/books/9781315467139
筆 0 讀者評論
多媒體
評論
新增評論
分享你的心得
Export
取書館別
處理中
...
變更密碼[密碼必須為2種組合(英文和數字)及長度為10碼以上]
登入