Reconsidering Conceptual Change Issues (18 results)

Condition: New. In.

Condition: Good. Your purchase helps support Sri Lankan Children's Charity 'The Rainbow Centre'. Ex-library, so some stamps and wear, but in good overall condition. Our donations to The Rainbow Centre have helped provide an education and a safe haven to hundreds of children who live in appalling conditions.…

Condition: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,1000grams, ISBN:9781402004940.

Hardcover. Condition: New. BRAND NEW HARDBACK BOOK IN GOOD CONDITION.

Hardcover. Condition: new. Hardcover. An account of both theoretical and practical issues in the present-day research on conceptual change. The text is divided into four parts and each of them is commented on by an invited contributor. The first two parts deal with theoretical perspectives on conceptual change. The last two focus more on implications that can be drawn from research and practical aspects to foster knowledge construction and re-construction. The book highlights the fact that not only purely cognitive aspects are involved in conceptual change processes. It indicates that for individuals to be able to achieve deep revision of their prior knowledge, it is crucial that they also modify other aspects such as their beliefs about knowledge and knowing, their motivation, affect and achievement goals. Moreover, this book indicates that the social and cultural nature of the contexts in which the change of individuals' conceptions is desired to occur plays an essential role. This book should prove useful for psychologists, cognitive scientists, educational researchers, curriculum developers, teachers and educators at all levels and all disciplines. Particular attention was paid to discussing the characteristics of individuals prior knowledge and to the more recent topic of how to integrate social, motivational and contextual aspects of learning within conceptual change research (Parts 1 and 2). Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Condition: New. In.

Condition: New. In.

Hardback. Condition: New. New copy - Usually dispatched within 4 working days.

Paperback. Condition: Brand New. 440 pages. 9.00x6.00x1.00 inches. In Stock.

Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - The chapters in this volume derive from a symposium held in Madrid, Spain, from 6-8 November, 1998. Organized and supported by the Autónoma University of Madrid, the meeting was part of the activities of the Special Interest Group (SIG) on Conceptual Change of the European Association for Research on Learning and Instruction (EARLI), coordinated by the editors of this book. The volume brings together contributions from leading researchers investigating the role of conceptual change to enhance meaningful learning in the classroom. The aim of the volume is to present the state of the art on a topic that has become very relevant to explaining how students, and people in general, build their knowledge and incorporate new concepts and ideas. The volume keeps the four main sessions in which the symposium was articulated. They were structured around both theoretical and practical issues of conceptual change. Particular attention was paid to discussing the characteristics of individuals' prior knowledge and to the more recent topic of how to integrate social, motivational and contextual aspects of learning within conceptual change research (Parts 1 and 2).…

Hardcover. Condition: new. Hardcover. An account of both theoretical and practical issues in the present-day research on conceptual change. The text is divided into four parts and each of them is commented on by an invited contributor. The first two parts deal with theoretical perspectives on conceptual change. The last two focus more on implications that can be drawn from research and practical aspects to foster knowledge construction and re-construction. The book highlights the fact that not only purely cognitive aspects are involved in conceptual change processes. It indicates that for individuals to be able to achieve deep revision of their prior knowledge, it is crucial that they also modify other aspects such as their beliefs about knowledge and knowing, their motivation, affect and achievement goals. Moreover, this book indicates that the social and cultural nature of the contexts in which the change of individuals' conceptions is desired to occur plays an essential role. This book should prove useful for psychologists, cognitive scientists, educational researchers, curriculum developers, teachers and educators at all levels and all disciplines. Particular attention was paid to discussing the characteristics of individuals prior knowledge and to the more recent topic of how to integrate social, motivational and contextual aspects of learning within conceptual change research (Parts 1 and 2). Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…

Paperback. Condition: Like New. LIKE NEW. SHIPS FROM MULTIPLE LOCATIONS. book.

Condition: new. Questo è un articolo print on demand.

Hardcover. Condition: Brand New. 419 pages. 9.50x6.50x1.00 inches. In Stock. This item is printed on demand.

Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. This book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual change. Unique in its complete treatment of the questions that should be considered to further current understand.…

Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Includes supplementary material: sn.pub/extrasThis book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual change. Unique in its complete treatment of the question.…

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -The chapters in this volume derive from a symposium held in Madrid, Spain, from 6-8 November, 1998. Organized and supported by the Autónoma University of Madrid, the meeting was part of the activities of the Special Interest Group (SIG) on Conceptual Change of the European Association for Research on Learning and Instruction (EARLI), coordinated by the editors of this book. The volume brings together contributions from leading researchers investigating the role of conceptual change to enhance meaningful learning in the classroom. The aim of the volume is to present the state of the art on a topic that has become very relevant to explaining how students, and people in general, build their knowledge and incorporate new concepts and ideas. The volume keeps the four main sessions in which the symposium was articulated. They were structured around both theoretical and practical issues of conceptual change. Particular attention was paid to discussing the characteristics of individuals¿ prior knowledge and to the more recent topic of how to integrate social, motivational and contextual aspects of learning within conceptual change research (Parts 1 and 2).Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 444 pp. Englisch.…

Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual change. Unique in its complete treatment of the questions that should be considered to further current understanding of knowledge construction and change, this book is useful for psychologists, cognitive scientists, educational researchers, curriculum developers, teachers and educators at all levels and in all disciplines. 444 pp. Englisch.…