Acknowledgements
List of Contributors
Introduction T. G. Amin, O. Levrini
Part I: The Nature of Concepts and Conceptual Change B. Sherin Chapter 1: Knowledge in Pieces: An Evolving Framework for Understanding Knowing and Learning A. A. diSessa Chapter 2: Initial and Scientific Understandings and the Problem of Conceptual Change S. Vosniadou Chapter 3: Addressing Robust Misconceptions through the Ontological Distinction between Sequential and Emergent Processes J. B. Henderson, E. Langbeheim, M. T. H. Chi Chapter 4: Conceptual Change and the Complexity of Learning C. Lundholm Chapter 5: Conceptual Change, Relationships, and Cultural Epistemologies A. Marin, D. Medin, b ojalehto Chapter 6: Conceptual Change: A Cultural-Historical and Cognitive-Developmental Framework G. B. Saxe Part I Synthesis: Elements, Ensembles, and Dynamic Constructions B. Sherin Part II: Representation, Language and Discourse in Conceptual Change T. G. Amin Chapter 7: Conceptual Change and Symbol Use in Physics B. Sherin Chapter 8: The Language Paradox: Words Invite and Impede Conceptual Change S. A. Gelman, J. M. DeJesus Chapter 9: Gesture's Role in Reflecting and Fostering Conceptual Change M. A. Novack, E. L. Congdon, E. M. Wakefield, S Goldin-Meadow Chapter 10: Implicit Conceptual Dynamics and Students' Explanatory Model Development in Science D. E. Brown Chapter 11: Conceptual Change, Materiality and Hybrid minds R Saeljoe Chapter 12: Multiple Representations and Students' Conceptual Change in Science D. F. Treagust, M. Won, F. McLure Part II Synthesis: Representation, Concepts and Concept Learning T. G. Amin Part III: Modeling, Explanation and Argumentation in Conceptual Change C. A. Chinn Chapter 13: Consolidation of Conceptual Change, Argumentation, Models and Explanations: Why it Matters for Science Education S. Erduran, E. Kaya, P. Seda Cetin Chapter 14: The Dynamic Material and Representational Practices of Modeling R. Lehrer, L. Schauble Chapter 15: Shifts in Epistemic Status in Argumentation and in Conceptual Change M. P. Jimenez-Aleixandre, P. Brocos Chapter 16: Conceptual Change through Argumentation: A Process of Dynamic Refinement L. Berland, R. Russ Chapter 17: Concept and Critique: Two Intertwined Routes for Intellectual Development in Science L. Viennot, N. Decamp Chapter 18: Evaluating Self-generated Explanations in the Process of Understanding S. Kapon Part III Synthesis: Modeling, Explanation, Argumentation, and Conceptual Change C. A. Chinn Part IV: Metacognition and Epistemology in Conceptual Change C. Smith, M. Wiser Chapter 19: Identifying the Role of Epistemic Cognition and Metacognition in Conceptual Change B. K. Hofer Chapter 20: Don't Believe Everything You Think: Reappraising Judgments about Conceptions D. Lombardi, G. M. Sinatra Chapter 21: The Interacting Dynamics of Epistemology and Conceptual Understanding D. Hammer Chapter 22: Situating Practices of Epistemic Cognition W. A. Sandoval Chapter 23: Developing an Understanding of the Limits of Knowing F. C. Keil Part IV Synthesis: Conceptualizing the Interactions among Epistemic Thinking, Metacognition, and Content-Specific Conceptual Change C. L. Smith Part V: Identity and Conceptual Change M. Levin and O. Levrini Chapter 24: A Discursive Approach to Identity and Critical Transitions in Mathematics Learning E. Heyd-Metzuyanim Chapter 25: Identity and Knowledge A. A. diSessa Chapter 26: Personal, Deeply Affective, and Aesthetic Engagement with Science Content: When Disciplinary Learning Becomes a Vehicle for Identity Construction O. Levrini, M. Levin, P. Fantini Part V Synthesis: Unpacking the Nexus between Identity and Conceptual Change: Perspectives on an Emerging Research Agenda M. Levin, O. Levrini, J Greeno Overall Synthesis: Facing the Challenge of Programmatic Research on Conceptual Change T. G. Amin, O. Levrini
