By Stella Vosniadou
Conceptual switch learn investigates the strategies during which beginners considerably revise past wisdom and obtain new techniques. Tracing its background to paradigms and paradigm shifts made well-known through Thomas Kuhn, conceptual switch examine makes a speciality of knowing and explaining studying of the main the main tricky and counter-intuitive suggestions. Now in its moment version, the International instruction manual of analysis on Conceptual Change offers a complete assessment of the conceptual swap circulation and of the remarkable examine it has spawned on scholars’ problems in learning.
In thirty-one new and up-to-date chapters, equipped thematically and brought by means of Stella Vosniadou, this quantity brings jointly distinct discussions of key theoretical and methodological matters, the roots of conceptual switch study, and mechanisms of conceptual switch and learner features. mixed with chapters that describe conceptual switch examine within the fields of physics, astronomy, biology, drugs and wellbeing and fitness, and historical past, this guide offers writings on interdisciplinary themes written for researchers and scholars throughout fields.
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Extra info for International Handbook of Research on Conceptual Change
For example, in the domain of biology, cross sectional developmental studies show that the biological knowledge of the 10-year-old is qualitatively different from that of the 4- to 6-year-old child (Carey, 1985; Carey, 1991; Keil, 1994; Hatano and Inagaki, 1997; Inagaki & Hatano, 2003, chapter 9, this volume), although there is considerable disagreement as to how exactly this development proceeds. , intentional as opposed to vitalistic or mechanistic causality (Inagaki & Hatano, 2003). Similar re-organizations of conceptual knowledge across early childhood years can be found amongst others, in children’s concept of mind (Wellman, 1990), concept of matter (Smith, Carey, & Wiser, 1985; Wiser & Smith, chapter 8, this volume), concept of force (Chi, 1992; Ioannides & Vosniadou, 2002), concept of number (Smith, Solomon, & Carey, 2005), and concept of the earth (Vosniadou & Brewer, 1992, 1994).
2 The sun/moon/ stars are in the sky Disc Earth Ring Earth Hypothetical conceptual structure underlying children’s mental models of the earth. 1. FRAMEWORK THEORY APPROACH TO THE PROBLEM OF CONCEPTUAL CHANGE 9 or that it has an end). These inferences are not subject to conscious awareness and can stand as powerful presuppositions constraining the process of learning science. An examination of children’s alternative models of the earth, as well as their internally inconsistent responses, suggests that children use enrichment type of learning mechanisms to add the new (scientific) information to their initial concept of the earth.
Thus, the initial understandings of number are compatible with school instruction. As a result, the natural number concept is further confirmed and strengthened. 3. , that every number has a unique successor. In fact, there seems to be some evidence that the property of discreteness of numbers may be neurobiologically based, in the sense that humans are predisposed to learn and reason with natural numbers (Dehaene, 1998; Gelman, 2000). Another characteristic is that numbers can be ordered by means of their position on the count list, with numerals with more digits corresponding to bigger numbers (see also Smith, Solomon, & Carey, 2005).