International Handbook of Research on Conceptual Change (Educational Psychology Handbook)

The study of conceptual change traces its heritage to the notions of paradigm (networks of shared beliefs, concepts, practices) and paradigm shift made famous by Thomas Kuhn in his book, The Structure of Scientific Revolutions. Kuhn's work was quickly linked to developmental psychology (how knowledge develops) and to science education (teaching big, new ideas). This book is the first comprehensive review of the conceptual change movement and of the impressive research it has spawned on how knowledge develops and can be taught in different content areas. Because of its interdisciplinary focus chapter authors were instructed to write in a manner comprehensible to researchers and students from different fields. The International Handbook of Research on Conceptual Change consists of twenty-seven chapters that clarify the nature of conceptual change research, describes its most important findings and demonstrates their importance for education. It is organized into six sections that include detailed discussions of key theoretical and methodological issues, the roots of conceptual change research in the philosophy and history of science, mechanisms of conceptual change, and learner characteristics. It also contains chapters that describe conceptual change research in the content areas such as physics, astronomy, biology, medicine and health, and history. A particular focus is given to students'difficulties in learning more advanced and counter-intuitive concepts. Book Cover......Page 1 Title......Page 4 Copyright......Page 5 Contents......Page 8 Contributors......Page 12 Conceptual Change Research: An Introduction......Page 14 I THEORETICAL ISSUES IN CONCEPTUAL CHANGE RESEARCH......Page 30 1 The Framework Theory Approach to the Problem of Conceptual Change......Page 32 2 A Bird’s-Eye View of the “Pieces” vs. “Coherence” Controversy (From the “Pieces” Side of the Fence)......Page 64 3 Three Types of Conceptual Change: Belief Revision, Mental Model Transformation, and Categorical Shift......Page 90 4 Two Tales of Conceptual Change: What Changes and What Remains the Same......Page 112 5 Relations Between Short-and Long-Term Changes in Children’s Thinking......Page 131 II CONCEPTUAL CHANGE IN THE CONTENT AREAS......Page 154 6 Conceptual Change in Physics......Page 156 7 Naïve Theories of Observational Astronomy: Review, Analysis, and Theoretical Implications......Page 184 8 Learning and Teaching about Matter in Grades K–8: When Should the Atomic-Molecular Theory be Introduced?......Page 234 9 Conceptual Change in Naïve Biology......Page 269 10 Conceptual Change and Evolutionary Biology: A Developmental Analysis......Page 292 11 Changing Conceptions in Medicine and Health......Page 324 12 Changing Historical Conceptions of History......Page 357 III CONCEPTUAL CHANGE IN THE PHILOSOPHY AND HISTORY OF SCIENCE......Page 372 13 The Problem of Conceptual Change in the Philosophy and History of Science......Page 374 14 Conceptual Change in the History of Science: Life, Mind, and Disease......Page 403 IV MECHANISMS FOR CONCEPTUAL CHANGE......Page 418 15 Mental Modeling in Conceptual Change......Page 420 16 The Role of Explanatory Models in Teaching for Conceptual Change......Page 446 17 Conceptual Change through Collaboration......Page 482 18 Dynamic Transfer and Innovation......Page 508 V THE CONTEXT AND THE LEARNER......Page 536 19 The Contextuality of Knowledge: An Intentional Approach to Meaning Making and Conceptual Change......Page 538 20 The Idea of Phenomenography and the Pedagogy of Conceptual Change......Page 562 21 Beyond Knowledge: Learner Characteristics Infl uencing Conceptual Change......Page 589 22 The Role of Knowledge, Beliefs, and Interest in the Conceptual Change Process: A Synthesis and Meta-Analysis of the Research......Page 612 VI INSTRUCTIONAL APPROACHES TO PROMOTE CONCEPTUAL CHANGE......Page 646 23 The Conceptual Change Approach and the Teaching of Science......Page 648 24 Teaching Science for Conceptual Change: Theory and Practice......Page 658 25 Teaching for Conceptual Understanding: An Approach Drawing on Individual and Sociocultural Perspectives......Page 676 26 Model Building for Conceptual Change......Page 705 27 Teaching for Conceptual Change: Distinguish or Extinguish Ideas......Page 723 Index......Page 752 Conceptual change research: an introduction / Stella Vosniadou The framework theory approach to the problem of conceptual change / Stella Vosniadou, Xenia Vamvakoussi, and Irini Skopeliti A bird's-eye view of the "pieces" vs. "coherence" controversy (from the "pieces" side of the fence) / Andrea A. diSessa Three types of conceptual change: belief revision, mental model transformation, and categorical shift / Michelene T. H. Chi Two tales of conceptual change : what changes and what remains the same / Frank C. Keil and George E. Newman Relations between short- and long-term changes in children's thinking / Robert S. Siegler and Matija Svetina Conceptual changes in physics / David E. Brown and David Hammer Naïve theories of observational astronomy: review, analysis, and theoretical implications / William F. Brewer Learning and teaching about matter in grades K-8: when should the atomic molecular theory be introduced? / Marianne Wiser and Carol L. Smith Conceptual change in naïve biology / Kayoko Inagaki and Giyoo Hatano Conceptual change and evolutionary biology: a developmental analysis / E. Margaret Evans Changing conceptions in medicine and health / David R. Kaufman, Alla Keselman, and Vimla L. Patel Changing historical conceptions of history / Gaea Leinhardt and Anita K. Ravi The problem of conceptual change in the philosophy and history of science / Theodore Arabatzis and Vasso Kindi Conceptual change in the history of science: life, mind, and disease / Paul Thagard Mental modeling in conceptual change / Nancy J. Nersessian The role of explanatory models in teaching for conceptual change / John Clement Conceptual change through collaboration / Naomi Miyake Dynamic transfer and innovation / Daniel L. Schwartz, Sashank Varma, and Lee Martin The contextuality of knowledge: an intentional approach to meaning making and conceptual change / Ola Hallden, Max Scheja, and Liza Haglund The idea of phenomenography and the pedagogy of conceptual change / Ference Marton and Ming Fai Pang Beyond knowledge: learner characteristics influencing conceptual change / Gale M. Sinatra and Lucia Mason The role of knowledge, beliefs, and interest in the conceptual change process: a synthesis and meta-analysis of the research / P. Karen Murphy and Patricia A. Alexander The conceptual change approach and the teaching of science / Richard T. White and Richard F. Gunstone Teaching science for conceptual change: theory and practice / Reinders Duit, David F. Treagust, and Ari Widodo Teaching for conceptual understanding: an approach drawing on individual and sociocultural perspectives / John T. Leach and Philip H. Scott Model building for conceptual change / David Jonassen Teaching for conceptual change: distinguish or extinguish ideas / Marcia C. Linn. The International Handbook of Research on Conceptual Change consists of twenty-seven chapters that clarify the nature of conceptual change research, describes its most important findings and demonstrates their importance for education. It is organized into six sections that include detailed discussions of key theoretical and methodological issues, the roots of conceptual change research in the philosophy and history of science, mechanisms of conceptual change, and learner characteristics. It also contains chapters that describe conceptual change research in the content areas such as physics, astronomy, biology, medicine and health, and history. A particular focus is given to students' difficulties in learning more advanced and counter-intuitive concepts "The International Handbook of Research on Conceptual Change consists of 27 chapters that clarify the nature of conceptual change research, describe its most important findings and demonstrate their importance for education. It is organized into six sections that include detailed discussions of key theoretical and methodological issues, the roots of conceptual change research in the philosophy and history of science, mechanisms of conceptual change, and learner characteristics. It also contains chapters that describe conceptual change research in content areas such as physics, astronomy, biology, medicine and health, and history. A particular focus is given to students' difficulties in learning more advanced and counter-intuitive concepts."--Jacket