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  1. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Beteiligt: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Erschienen: 2018
    Verlag:  Routledge, Taylor & Francis Group, London

    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... mehr

    Standort:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Unter den Linden
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

     

    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

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Staatsbibliothek zu Berlin
    Beteiligt: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 9781138205390; 9781138205406
    RVK Klassifikation: DF 2000 ; DF 3000 ; CX 3000
    Schlagworte: Concept learning; Interdisciplinary approach in education
    Umfang: xv, 374 pages, Illustrationen, 24 cm
    Bemerkung(en):

    Literaturangaben
  2. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Beteiligt: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Erschienen: 2018
    Verlag:  Routledge, Taylor & Francis Group, London

    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... mehr

    Standort:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Unter den Linden
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

     

    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

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Hinweise zum Inhalt
    Verlag (Inhaltsverzeichnis)
    Quelle: Staatsbibliothek zu Berlin
    Beteiligt: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 9781138205390; 9781138205406
    RVK Klassifikation: DF 2000 ; DF 3000 ; CX 3000
    Schlagworte: Concept learning; Interdisciplinary approach in education
    Umfang: xv, 374 Seiten, Illustrationen, Diagramme
    Bemerkung(en):

    Includes bibliographical references
  3. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Beteiligt: Amin, Tamer (Herausgeber); Levrini, Olivia (Herausgeber)
    Erschienen: 2018
    Verlag:  Routledge, Abingdon, Oxon ; New York, NY

    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... mehr

     

    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 --

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Beteiligt: Amin, Tamer (Herausgeber); Levrini, Olivia (Herausgeber)
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    ISBN: 9781138205390; 9781138205406; 9781315467139
    RVK Klassifikation: DF 2000
    Schlagworte: Interdisziplinarität; Begriffsbildung; Pädagogische Psychologie
    Weitere Schlagworte: Concept learning; Interdisciplinary approach in education; Concept learning; Interdisciplinary approach in education
    Umfang: xv, 374 pages, Illustrationen, 24 cm
    Bemerkung(en):

    Includes bibliographical references
  4. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Beteiligt: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Erschienen: 2018
    Verlag:  Routledge, Taylor & Francis Group, London

    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... mehr

    Standort:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Potsdamer Straße
    Signatur:
    10 A 38401
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Universitätsbibliothek Erfurt / Forschungsbibliothek Gotha, Universitätsbibliothek Erfurt
    Signatur:
    DF 3000 A517
    Fernleihe:
    keine Fernleihe

    Standort:
    Universitäts- und Landesbibliothek Sachsen-Anhalt / Zentrale
    Signatur:
    E F 141 Con
    Fernleihe:
    keine Fernleihe
    Standort:
    Universitäts- und Landesbibliothek Sachsen-Anhalt / Zentrale
    Signatur:
    E F 141 Con
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Universitätsbibliothek Leipzig
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Standort:
    Universität Leipzig, Universitätsbibliothek, Bibliothek Medizin/Naturwissenschaften
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

     

    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

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Hinweise zum Inhalt
    Verlag (Inhaltsverzeichnis)
    Quelle: Staatsbibliothek zu Berlin
    Beteiligt: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 9781138205390; 9781138205406
    RVK Klassifikation: DF 2000 ; DF 3000 ; CX 3000
    Schlagworte: Concept learning; Interdisciplinary approach in education
    Umfang: xv, 374 Seiten, Illustrationen, Diagramme
    Bemerkung(en):

    Includes bibliographical references
  5. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Beteiligt: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Erschienen: 2018
    Verlag:  Routledge, Taylor & Francis Group, London

    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... mehr

    Standort:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Potsdamer Straße
    Signatur:
    10 A 38401
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Universitätsbibliothek Erfurt / Forschungsbibliothek Gotha, Universitätsbibliothek Erfurt
    Signatur:
    DF 3000 A517
    Fernleihe:
    keine Fernleihe

    Standort:
    Universitäts- und Landesbibliothek Sachsen-Anhalt / Zentrale
    Signatur:
    E F 141 Con
    Fernleihe:
    keine Fernleihe
    Standort:
    Universitäts- und Landesbibliothek Sachsen-Anhalt / Zentrale
    Signatur:
    E F 141 Con
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

     

    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

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Staatsbibliothek zu Berlin
    Beteiligt: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 9781138205390; 9781138205406
    RVK Klassifikation: DF 2000 ; DF 3000 ; CX 3000
    Schlagworte: Concept learning; Interdisciplinary approach in education
    Umfang: xv, 374 pages, Illustrationen, 24 cm
    Bemerkung(en):

    Literaturangaben
  6. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Beteiligt: Amin, Tamer (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Erschienen: 2018
    Verlag:  Routledge, Taylor & Francis Group, London

    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... mehr

    Standort:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Potsdamer Straße
    Signatur:
    10 A 38401
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Universitätsbibliothek Erfurt / Forschungsbibliothek Gotha, Universitätsbibliothek Erfurt
    Signatur:
    DF 3000 A517
    Fernleihe:
    keine Fernleihe

    Standort:
    Universitäts- und Landesbibliothek Sachsen-Anhalt / Zentrale
    Signatur:
    E F 141 Con
    Fernleihe:
    keine Fernleihe
    Standort:
    Universitäts- und Landesbibliothek Sachsen-Anhalt / Zentrale
    Signatur:
    E F 141 Con
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Universität Konstanz, Kommunikations-, Informations-, Medienzentrum (KIM)
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Universitätsbibliothek Leipzig
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe
    Standort:
    Universität Leipzig, Universitätsbibliothek, Bibliothek Medizin/Naturwissenschaften
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

    Standort:
    Universität des Saarlandes, Bereichsbibliothek Empirische Humanwissenschaften
    Signatur:
    40/DF 2000 A517
    Fernleihe:
    uneingeschränkte Fernleihe, Kopie und Ausleihe

     

    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

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Hinweise zum Inhalt
    Verlag (Inhaltsverzeichnis)
    Quelle: Staatsbibliothek zu Berlin
    Beteiligt: Amin, Tamer (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 9781138205390; 9781138205406
    RVK Klassifikation: DF 3000 ; CX 3000 ; DF 2000
    Schlagworte: Concept learning; Interdisciplinary approach in education
    Umfang: xv, 374 Seiten, Illustrationen, Diagramme
    Bemerkung(en):

    Includes bibliographical references
  7. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Beteiligt: Amin, Tamer (Herausgeber); Levrini, Olivia (Herausgeber)
    Erschienen: 2018
    Verlag:  Routledge, Abingdon, Oxon

    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... mehr

     

    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 --^

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Quelle: Verbundkataloge
    Beteiligt: Amin, Tamer (Herausgeber); Levrini, Olivia (Herausgeber)
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    ISBN: 9781138205390; 9781138205406; 9781315467139
    RVK Klassifikation: DF 2000
    Schlagworte: Concept learning; Interdisciplinary approach in education
    Weitere Schlagworte: Concept learning; Interdisciplinary approach in education
    Umfang: xv, 374 pages, Illustrationen, 24 cm
    Bemerkung(en):

    Includes bibliographical references
  8. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Beteiligt: Amin, Tamer (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Erschienen: 2018
    Verlag:  Routledge, Taylor & Francis Group, London

    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... mehr

    Standort:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Unter den Linden
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    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

     
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    Hinweise zum Inhalt
    Verlag (Inhaltsverzeichnis)
    Quelle: Staatsbibliothek zu Berlin
    Beteiligt: Amin, Tamer (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 9781138205390; 9781138205406
    RVK Klassifikation: DF 3000 ; CX 3000 ; DF 2000
    Schlagworte: Concept learning; Interdisciplinary approach in education
    Umfang: xv, 374 Seiten, Illustrationen, Diagramme
    Bemerkung(en):

    Includes bibliographical references
  9. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Beteiligt: Amin, Tamer G. (Herausgeber); Levrini, Olivia (Herausgeber)
    Erschienen: 2018
    Verlag:  Routledge, London

    Standort:
    Universität Gießen, Zweigbibliothek Natur- und Lebenswissenschaften (ZNL)
    Signatur:
    002 che Yd 0.121
    Fernleihe:
    keine Fernleihe
    Export in Literaturverwaltung   RIS-Format
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    Quelle: Verbundkataloge
    Beteiligt: Amin, Tamer G. (Herausgeber); Levrini, Olivia (Herausgeber)
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    ISBN: 9781138205390; 9781138205406
    Schlagworte: Pädagogische Psychologie; Begriffsbildung; Interdisziplinarität
    Umfang: xv, 374 Seiten, Illustrationen
    Bemerkung(en):

    Literaturangaben