International Handbook of Research on Conceptual Change

Introduction Part 1: Philosophical Foundations 1. The Problem of Conceptual Change in the Philosophy of Science 2. The Conceptual Change Approach in the History of Science 3. The Conceptual Change Approach in Psychology 4. The Conceptual Change Approach and the Teaching of Science Part 2: The Conceptual Change Approach in Developmental Psychology 5. Conceptual Acquisition and Change 6. The Problem of Conceptual Change in Development 7. Conceptual Development as Theory Change: A Cognitive/Computational Account 8. The Development of Mathematical Cognition and the Problem of Conceptual Change Part 3: Conceptual Change in Learning and Instruction 9. Fragmentation and Conceptual Change 10. A Framework Theory Approach to Conceptual Change 11. Conceptual Change as an Ontological Shift 12. A Cognitive-Sociocultural View of Conceptual Change 13. Conceptual Change as Social Fact 14. Phenomenography and Conceptual Change Part 4: The Conceptual Change Approach in the Content Areas 15. Conceptual Change in Physics 16. Conceptual Change in Astronomy 17. Conceptual Change in Chemistry 18. Conceptual Change in Biology 19. Conceptual Change in History 20. Conceptual Change in Mathematics 21. Conceptual Change in Medicine 22. Conceptual Change in Engineering 23. Teachers and Conceptual Change Part 5: Learner Characteristics and Conceptual Change 24. Metacognitive Knowledge in Conceptual Change 25. Epistemological Beliefs and Conceptual Change 26. Intentional Conceptual Change 27. Beliefs, Motivation, and Personal Epistemologies in Conceptual Change 28. Transfer of Learning and Conceptual Change Part 6: Teaching for Conceptual Change 29. Teaching Science for Conceptual Change 30. Teaching for Understanding in the Elementary School Classroom 31. The Role of Analogies and Models in Teaching for Conceptual Change a32. Teaching with Technology for Conceptual Change