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.
TABLE OF CONTENTS
part I|109 pages
Theoretical Issues in Conceptual Change Research
part II|222 pages
Conceptual Change in the Content Areas
part III|34 pages
Conceptual Change in the Philosophy and History of Science
part IV|109 pages
Learner Characteristics and Mechanisms for Conceptual Change
part V|116 pages
Instructional Approaches to Promote Conceptual Change
part VI|21 pages