Conceptual change, how conceptual understanding is transformed, has been investigated extensively since the 1970s. The field has now grown into a multifaceted, interdisciplinary effort with strands of research in cognitive and developmental psychology, education, educational psychology, and the learning sciences. __Converging Perspectives on Conceptual Change__ brings together an extensive team of expert contributors from around the world, and offers a unique examination of how distinct lines of inquiry can complement each other and have converged over time.
Amin and Levrini adopt a new approach to assembling the diverse research on conceptual change: the combination of short position pieces with extended synthesis chapters within each section, as well as an overall synthesis chapter at the end of the volume, provide a coherent and comprehensive perspective on conceptual change research.
Arranged over five parts, the book covers a number of topics including:
* the nature of concepts and conceptual change
* representation, language, and discourse in conceptual change
* modeling, explanation, and argumentation in conceptual change
* metacognition and epistemology in conceptual change
* identity and conceptual change.
Throughout this wide-ranging volume, the editors present researchers and practitioners with a more internally consistent picture of conceptual change by exploring convergence and complementarityacross perspectives. By mapping features of an emerging paradigm, they challenge newcomers and established scholars alike to embrace a more programmatic orientation towards conceptual change.

nexusstc/Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences/46c615c0761d01d62a798079312c4f35.pdf

lgli/provvisorio cognitive change 2017.pdf

lgrsnf/provvisorio cognitive change 2017.pdf

zlib/Education Studies & Teaching/School Education & Teaching/Tamer G. Amin, Olivia Levrini/Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences_3405268.pdf

Nitro Pro 10

Ashgate Publishing Limited

Taylor & Francis Ltd

Gower Publishing Ltd

Taylor & Francis (Unlimited), Abingdon, Oxon, 2018

United Kingdom and Ireland, United Kingdom

Abingdon Oxon ; New York NY, 2018

London and New York, 2018

0

lg2163820

{"edition":"1","isbns":["1138205397","9781138205390"],"last_page":390,"publisher":"Routledge"}

Contents 8
Acknowledgments 12
Contributors 13
Introduction 18
Part I - The nature of concepts and conceptual change 24
1 Knowledge in pieces - An evolving framework for understanding knowing and learning 26
2 Initial and scientific understandings and the problem of conceptual change 34
3 Addressing robust misconceptions through the ontological distinction between sequential and emergent processes 43
4 Conceptual change and the complexity of learning 51
5 Conceptual change, relationships, and cultural epistemologies 60
6 Conceptual change - A cultural historical and cognitive develompental framework 68
Synthesis I - Elements, ensembles, and dynamic constructions 78
Part II - Representation, language, and discourse in conceptual change 96
7 Conceptual change and symbol use in physics 98
8 The language paradox - Words invite and impede conceptual change 106
9 Gesture's role in reflecting and fostering conceptual change 114
10 Implicit conceptual dynamics and student's explanatory model development in science 122
11 Conceptual change, materiality and hybrid minds 130
12 Multiple representations and students' conceptual change in science 138
Synthesis II - Representation, concepts, and concept learning 146
Part III - Modeling, explanation, and argumentation in conceptual change 168
13 Consolidation of conceptual change, argumentation, models and explanations - Why it matters for science education 170
14 The dynamic material and representational practices of modeling 180
15 Shifts in epistemic status in argumentation and in conceptual change 188
16 Conceptual change through argumentation - A process of dynamic refinement 197
17 Concept and critique - Two intertwined routes for intellectual development in science 207
18 Evaluating self-generated explanations in the process of understanding 215
Synthesis III - Modeling, explanation, argumentation, and conceptual change 223
Part IV - Metacognition and epistemology in conceptual change 244
19 Identifying the role of epistemic cognition and metacognition in conceptual change 246
20 Don't believe everything you think - Reappraising judgments about conceptions 254
21 The interacting dynamics of epistemology and conceptual understanding 262
22 Situating practices of epistemic cognition 270
23 Developing an understanding of the limits of knowing 278
Synthesis IV - Conceptualizing the interactions among epistemic thinking, metacognition, and concent-specific conceptual change 285
Part V - Identity and conceptual change 304
24 A discursive approach to identity and critical transitions in mathematics learning 306
25 Identity and knowledge 314
26 Personal, deeply affective, and aesthetic engagement with science content - When disciplinary learning becomes a vehicle for identity construction 322
Synthesis V - Unpacking the nexus between identity and conceptual change - Perspective on an emerging research agenda 330
Overall Synthesis - Facing the challenge of programmatic research on conceptual change 351
Index 370

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

Conceptual change, how conceptual understanding is transformed, has been investigated extensively since the 1970s. The field has now grown into a multifaceted, interdisciplinary effort with strands of research in cognitive and developmental psychology, education, educational psychology, and the learning sciences. Converging Perspectives on Conceptual Change brings together an extensive team of expert contributors from around the world, and offers a unique examination of how distinct lines of inquiry can complement each other and have converged over time.
Amin and Levrini adopt a new approach to assembling the diverse research on conceptual change: the combination of short position pieces with extended synthesis chapters within each section, as well as an overall synthesis chapter at the end of the volume, provide a coherent and comprehensive perspective on conceptual change research.
Arranged over five parts, the book covers a number of topics including:
the nature of concepts and conceptual change
representation, language, and discourse in conceptual change
modeling, explanation, and argumentation in conceptual change
metacognition and epistemology in conceptual change
identity and conceptual change.
Throughout this wide-ranging volume, the editors present researchers and practitioners with a more internally consistent picture of conceptual change by exploring convergence and complementarity across perspectives. By mapping features of an emerging paradigm, they challenge newcomers and established scholars alike to embrace a more programmatic orientation towards conceptual change.

2017-12-25