TY  - BOOK
AU  - Vosniadou,Stella
AU  - Baltas,Aristeidēs
AU  - Vamvakoussi,Xenia
ED  - European Association for Research on Learning and Instruction.
TI  - Re-framing the conceptual change approach in learning and instruction
T2  - Advances in learning and instruction series
SN  - 9780080474939
AV  - LB1062 .R44 2007eb
U1  - 370.15/23 22
PY  - 2007///
CY  - Amsterdam, London
PB  - Elsevier, in association with the European Association for Learning and Instruction
KW  - Kuhn, Thomas S.
KW  - Concept learning
KW  - Learning, Psychology of
KW  - Knowledge, Theory of
KW  - Mathematics
KW  - Study and teaching (Secondary)
KW  - Apprentissage de concepts
KW  - Psychologie de l'apprentissage
KW  - Théorie de la connaissance
KW  - Mathématiques
KW  - Étude et enseignement (Secondaire)
KW  - epistemology
KW  - aat
KW  - EDUCATION
KW  - Educational Psychology
KW  - bisacsh
KW  - fast
KW  - Electronic books
KW  - Criticism, interpretation, etc
N1  - "The present volume is an outcome of the meeting of the special interest group (SIG) on Conceptual change of the European Association for Research in Learning and Instruction (EARLI), which took place in Delphi, Greece, from May 19 to May 23, 2004"--Preface; Includes bibliographical references and index; Cover; Copyright page; Contents; List of Figures; List of Tables; Acknowledgements; Contributors; Preface; Chapter 1. The Conceptual Change Approach and its Re-Framing; The Classical Approach to Conceptual Change; Re-Framing the Conceptual Change Approach; Concluding Statements; Acknowledgement; References; Part 1: Foundations of the Conceptual Change Approach: Kuhn's Influence; Chapter 2. The Philosophical Foundations of the Conceptual Change Approach: An Introduction; Chapter 3. In the Wake of Thomas Kuhn's Theory of Scientific Revolutions: The Perspective of an Historian of Science; Electronic reproduction; [Place of publication not identified]; HathiTrust Digital Library; 2010
N2  - Drawing from philosophical, historical, and psychological research, this book redefines conceptual change as it applies to learning and instruction. Divided into three sections, this book addresses 1.) Foundations of conceptual change research, 2.) Examines the influence that personal beliefs have on conceptual change, and 3.)Focuses on mathematics learning and teaching. *Reflects current state-of-the-art conceptual change work*Each section includes a specialized introduction and ends with thought-provoking commentaries*Written by experts in the field
UR  - https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=193587
ER  -