ABSTRACT

Conceptual change research investigates the processes through which learners substantially revise prior knowledge and acquire new concepts. Tracing its heritage to paradigms and paradigm shifts made famous by Thomas Kuhn, conceptual change research focuses on understanding and explaining learning of the most the most difficult and counter-intuitive concepts. Now in its second edition, the International Handbook of Research on Conceptual Change provides a comprehensive review of the conceptual change movement and of the impressive research it has spawned on students’ difficulties in learning.

In thirty-one new and updated chapters, organized thematically and introduced by Stella Vosniadou, this volume brings together detailed discussions of key theoretical and methodological issues, the roots of conceptual change research, and mechanisms of conceptual change and learner characteristics. Combined with chapters that describe conceptual change research in the fields of physics, astronomy, biology, medicine and health, and history, this handbook presents writings on interdisciplinary topics written for researchers and students across fields. 

part I|109 pages

Theoretical Issues in Conceptual Change Research

part II|222 pages

Conceptual Change in the Content Areas

chapter 8|18 pages

Learning and Teaching about matter in the Elementary Grades

What Conceptual Changes are Needed?

chapter 9|18 pages

Learning and Teaching about Matter in the Middle–School Years

How Can the atomic–molecular Theory be Meaningfully Introduced?

chapter 11|20 pages

Evolutionary Biology and Conceptual Change

A Developmental Perspective

chapter 14|19 pages

Conceptual Change and Historical Narratives About the Nation

A Theoretical and Empirical Approach 1

chapter 17|19 pages

The Bundling Hypothesis

How Perception and Culture Give Rise to Abstract Mathematical Concepts in Individuals

part III|34 pages

Conceptual Change in the Philosophy and History of Science

part IV|109 pages

Learner Characteristics and Mechanisms for Conceptual Change

chapter 20|18 pages

Beyond Knowledge

Learner Characteristics Influencing Conceptual Change

part V|116 pages

Instructional Approaches to Promote Conceptual Change

part VI|21 pages

Reflections