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Reconsidering Conceptual Change: Issues in Theory and Practice - Springer Netherland
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Reconsidering Conceptual Change: Issues in Theory and Practice - encadernado, livro de bolso

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… mais…

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Reconsidering Conceptual Change: Issues in Theory and Practice - Margarita Limón; L. Mason
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Margarita Limón; L. Mason:

Reconsidering Conceptual Change: Issues in Theory and Practice - encadernado, livro de bolso

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 … mais…

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Reconsidering Conceptual Change: Issues in Theory and Practice - Limón, Margarita Mason, Lucia
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Limón, Margarita Mason, Lucia:
Reconsidering Conceptual Change: Issues in Theory and Practice - primeira edição

2002

ISBN: 9781402004940

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Margarita Limon:
Reconsidering Conceptual Change: Issues in Theory and Practice - encadernado, livro de bolso

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… mais…

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Margarita Limon; L. Mason:
Reconsidering Conceptual Change: Issues in Theory and Practice - encadernado, livro de bolso

2002, ISBN: 9781402004940

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

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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.

Dados detalhados do livro - Reconsidering Conceptual Change: Issues in Theory and Practice


EAN (ISBN-13): 9781402004940
ISBN (ISBN-10): 140200494X
Livro de capa dura
Ano de publicação: 2002
Editor/Editora: Springer-Verlag New York Inc.
440 Páginas
Peso: 0,930 kg
Língua: eng/Englisch

Livro na base de dados desde 2008-03-03T14:21:53+00:00 (Lisbon)
Página de detalhes modificada pela última vez em 2021-07-19T11:30:10+01:00 (Lisbon)
Número ISBN/EAN: 140200494X

Número ISBN - Ortografia alternativa:
1-4020-0494-X, 978-1-4020-0494-0
Ortografia alternativa e termos de pesquisa relacionados:
Autor do livro: limon
Título do livro: conceptual change, what see reconsidering, theory


Dados da editora

Autor: Margarita Limón; L. Mason
Título: Reconsidering Conceptual Change: Issues in Theory and Practice
Editora: Springer; Springer Netherland
420 Páginas
Ano de publicação: 2002-03-31
Dordrecht; NL
Peso: 1,760 kg
Língua: Inglês
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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