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Displaying results 1 to 17 of 17.

  1. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Contributor: Amin, Tamer (Herausgeber); Levrini, Olivia (Herausgeber)
    Published: 2018
    Publisher:  Routledge, Abingdon, Oxon ; New York, NY

    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the... more

     

    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the ontological distinction between sequential and emergent processes / J. Bryan Henderson, Elon Langbeheim and Michelene T.H. Chi -- Conceptual change and the complexity of learning / Cecilia Lundholm -- Conceptual change, relationships, and cultural epistemologies / Ananda Marin, Douglas Medin, and Bethany Ojalehto -- Conceptual change : a cultural-historical and cognitive-developmental framework / Geoffrey B. Saxe -- Conceptual change and symbol use in physics / Bruce Sherin -- The language paradox : words invite and impede conceptual change / Susan A. Gelman and Jasmine M. DeJesus -- Gesture's role in reflecting and fostering conceptual change / Miriam A. Novack, Eliza L. Congdon, Elizabeth M. Wakefield and Susan Goldin-Meadow -- Implicit conceptual dynamics and students' explanatory model development in science / David E. Brown -- Conceptual change, materiality and hybrid minds / Roger Säljö -- Multiple representations and students' conceptual change in science / David F. Treagust, Mihye Won and Felicity McLure -- Consolidation of conceptual change, argumentation, models and explanations : why it matters for science education / Sibel Erduran, Ebru Kaya and Pinar Seda Cetin -- The dynamic material and representational practices of modeling / Richard Lehrer and Leona Schauble -- Shifts in epistemic status in argumentation and in conceptual change / María Pilar Jiménez-Aleixandre and Pablo Brocos -- Conceptual change through argumentation : a process of dynamic refinement / Leema Berland and Rosemary Russ -- Concept and critique : two intertwined routes for intellectual development in science / Laurence Viennot and Nicolas Décamp -- Evaluating self-generated explanations in the process of understanding / Shulamit Kapon -- Identifying the role of epistemic cognition and metacognition in conceptual change / Barbara K. Hofer -- Don't believe everything you think : reappraising judgments about conceptions / Doug Lombardi and Gale M. Sinatra -- The interacting dynamics of epistemology and conceptual understanding / David Hammer -- Situating practices of epistemic cognition / William A. Sandoval -- Developing an understanding of the limits of knowing / Frank C. Keil -- A discursive approach to identity and critical transitions in mathematics learning / Einat Heyd-Metzuyanim -- Identity and knowledge / Andrea A. diSessa -- Personal, deeply affective, and aesthetic engagement with science content : when disciplinary learning becomes a vehicle for identity construction / Olivia Levrini, Mariana Levin and Paola Fantini --

     
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    Source: Union catalogues
    Contributor: Amin, Tamer (Herausgeber); Levrini, Olivia (Herausgeber)
    Language: English
    Media type: Book
    ISBN: 9781138205390; 9781138205406; 9781315467139
    RVK Categories: DF 2000
    Subjects: Interdisziplinarität; Begriffsbildung; Pädagogische Psychologie
    Other subjects: Concept learning; Interdisciplinary approach in education; Concept learning; Interdisciplinary approach in education
    Scope: xv, 374 pages, Illustrationen, 24 cm
    Notes:

    Includes bibliographical references
  2. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Contributor: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Published: 2018
    Publisher:  Routledge, Taylor & Francis Group, London

    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the... more

    Location:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Potsdamer Straße
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    10 A 38401
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    Universitätsbibliothek Erfurt / Forschungsbibliothek Gotha, Universitätsbibliothek Erfurt
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    DF 3000 A517
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    Universitäts- und Landesbibliothek Sachsen-Anhalt / Zentrale
    Signature:
    E F 141 Con
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    Universitäts- und Landesbibliothek Sachsen-Anhalt / Zentrale
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    Universitätsbibliothek Leipzig
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    Universität Leipzig, Universitätsbibliothek, Bibliothek Medizin/Naturwissenschaften
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    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the ontological distinction between sequential and emergent processes / J. Bryan Henderson, Elon Langbeheim and Michelene T.H. Chi -- Conceptual change and the complexity of learning / Cecilia Lundholm -- Conceptual change, relationships, and cultural epistemologies / Ananda Marin, Douglas Medin, and Bethany Ojalehto -- Conceptual change : a cultural-historical and cognitive-developmental framework / Geoffrey B. Saxe -- Conceptual change and symbol use in physics / Bruce Sherin -- The language paradox : words invite and impede conceptual change / Susan A. Gelman and Jasmine M. DeJesus -- Gesture's role in reflecting and fostering conceptual change / Miriam A. Novack, Eliza L. Congdon, Elizabeth M. Wakefield and Susan Goldin-Meadow -- Implicit conceptual dynamics and students' explanatory model development in science / David E. Brown -- Conceptual change, materiality and hybrid minds / Roger Säljö -- Multiple representations and students' conceptual change in science / David F. Treagust, Mihye Won and Felicity McLure -- Consolidation of conceptual change, argumentation, models and explanations : why it matters for science education / Sibel Erduran, Ebru Kaya and Pinar Seda Cetin -- The dynamic material and representational practices of modeling / Richard Lehrer and Leona Schauble -- Shifts in epistemic status in argumentation and in conceptual change / María Pilar Jiménez-Aleixandre and Pablo Brocos -- Conceptual change through argumentation : a process of dynamic refinement / Leema Berland and Rosemary Russ -- Concept and critique : two intertwined routes for intellectual development in science / Laurence Viennot and Nicolas Décamp -- Evaluating self-generated explanations in the process of understanding / Shulamit Kapon -- Identifying the role of epistemic cognition and metacognition in conceptual change / Barbara K. Hofer -- Don't believe everything you think : reappraising judgments about conceptions / Doug Lombardi and Gale M. Sinatra -- The interacting dynamics of epistemology and conceptual understanding / David Hammer -- Situating practices of epistemic cognition / William A. Sandoval -- Developing an understanding of the limits of knowing / Frank C. Keil -- A discursive approach to identity and critical transitions in mathematics learning / Einat Heyd-Metzuyanim -- Identity and knowledge / Andrea A. diSessa -- Personal, deeply affective, and aesthetic engagement with science content : when disciplinary learning becomes a vehicle for identity construction / Olivia Levrini, Mariana Levin and Paola Fantini -- Overall synthesis : facing the challenge of programmatic research on conceptual change / Tamer G. Amin and Olivia Levrini

     
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    Verlag (Inhaltsverzeichnis)
    Source: Staatsbibliothek zu Berlin
    Contributor: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Language: English
    Media type: Book
    Format: Print
    ISBN: 9781138205390; 9781138205406
    RVK Categories: DF 2000 ; DF 3000 ; CX 3000
    Subjects: Concept learning; Interdisciplinary approach in education
    Scope: xv, 374 Seiten, Illustrationen, Diagramme
    Notes:

    Includes bibliographical references
  3. Bridging discourses in the ESL classroom
    students, teachers and researchers
    Author: Gibbons, Pauline
    Published: 2018
    Publisher:  Bloomsbury Academic, [London] ; Bloomsbury Publishing, London

    "Bridging Discourses in the ESL Classroom is concerned with the nature of talk in multilingual classrooms. Examining the interactions between students learning in and through English as a second language and their teachers, this book identifies the... more

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    Humboldt-Universität zu Berlin, Universitätsbibliothek, Jacob-und-Wilhelm-Grimm-Zentrum
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    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Unter den Linden
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    Universität Potsdam, Universitätsbibliothek
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    "Bridging Discourses in the ESL Classroom is concerned with the nature of talk in multilingual classrooms. Examining the interactions between students learning in and through English as a second language and their teachers, this book identifies the patterns of discourse which support and enable both second language development and the learning of curriculum knowledge. These patterns are 'bridging discourses', combining the everyday language used by the student with the specialised language of the academic register. Drawing on second language acquisition research and systemic functional linguistic theory, in particular the work of Halliday and Vygotsky, Pauline Gibbons develops tools to view classroom talk through a powerful interdisciplinary lens. Putting forward an innovative new theory of classroom discourse analysis, this book focuses on applying theory to practice. This is an invaluable resource for all teachers, researchers and students of linguistics and education." -- Bloomsbury Publishing Part 1. Language, learning and learners: perspectives across disciplines -- Part 2. Inside two classrooms -- Part 3. Discourse contexts for second language development

     
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    Source: Staatsbibliothek zu Berlin
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9781350063303; 9781350063280; 9781350063297
    Other identifier:
    RVK Categories: HD 150
    Series: Bloomsbury classics in linguistics
    Subjects: Fremdsprachenlernen; Interdisziplinäres Studium; Englischunterricht; Mehrsprachigkeit; Ungesteuerter Zweitsprachenerwerb; Zweisprachiger Unterricht
    Other subjects: Interdisciplinary approach in education; Second language acquisition; English language / Study and teaching / Foreign speakers; English language / Study and teaching / Foreign speakers; Second language acquisition; Interdisciplinary approach in education
    Scope: 1 Online-Ressource (378 Seiten)
    Notes:

    Includes bibliographical references and index
  4. Interdisciplinary and intercultural programmes in higher education
    exploring challenges in designing and teaching
    Contributor: Green, Judith L. (Publisher); Baker, W. Douglas (Publisher)
    Published: 2018
    Publisher:  Routledge, London

    Location:
    Humboldt-Universität zu Berlin, Universitätsbibliothek, Jacob-und-Wilhelm-Grimm-Zentrum
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    Source: Union catalogues
    Contributor: Green, Judith L. (Publisher); Baker, W. Douglas (Publisher)
    Language: English
    Media type: Book
    ISBN: 9780367220402; 9781138701106
    RVK Categories: AL 34000
    Edition: First issued in paperback
    Subjects: Hochschuldidaktik; Interdisziplinarität; Interkulturalität
    Other subjects: Education, Higher / Curricula; Interdisciplinary approach in education; Multicultural education; Culturally relevant pedagogy; Culturally relevant pedagogy; Education, Higher / Curricula; Interdisciplinary approach in education; Multicultural education
    Scope: ix, 107 Seiten, Illustrationen
    Notes:

    First published 2017 by Routledge
  5. Design principles for teaching effective writing
    theoretical and empirical grounded principles
    Contributor: Fidalgo, Raquel (HerausgeberIn); Harris, Karen R. (HerausgeberIn); Braaksma, Martine (HerausgeberIn)
    Published: [2018]
    Publisher:  Brill, Leiden

    Front Matter -- Design Principles for Teaching Effective Writing: An Introduction /Raquel Fidalgo , Karen R. Harris and Martine Braaksma -- Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-Analyses /Steve Graham and Karen R. Harris... more

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    Front Matter -- Design Principles for Teaching Effective Writing: An Introduction /Raquel Fidalgo , Karen R. Harris and Martine Braaksma -- Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-Analyses /Steve Graham and Karen R. Harris -- Description and Analysis of Strategy-Focused Instructional Models for Writing /Patricia Robledo-Ramón and Jesús N. García -- Writing-to-Learn Instruction that Works /Lauren Foxworth and Linda H. Mason -- Developing Writing Skills through Cognitive Self-Regulation Instruction /Raquel Fidalgo and Mark Torrance -- Self-Regulated Strategy Development: Theoretical Bases, Critical Instructional Elements, and Future Research /Karen R. Harris and Steve Graham -- An Instructional Approach for Improving Reading and Writing to Learn /Linda H. Mason -- Analysis of Effective Instructional Sequences in Upper Primary Education (11–12 Years Old Students) to Enhance Content-Learning through the Integrated Use of Reading and Writing /Isabel Martínez , Mar Mateos and Elena Martín -- Analysis of Instructional Programs in Different Academic Levels for Improving Self-Regulated Learning SRL through Written Text /Pedro Rosário , José Carlos Núñez , Celestino Rodríguez , Rebeca Cerezo , Estrella Fernández , Ellian Tuero and Julia Högemann -- Thoughts on What Makes Strategy Instruction Work and How It Can Be Enhanced and Extended /Charles A. MacArthur -- Fostering Student Writing through Intervention Research: An Examination of Key Components /P. Karen Murphy , Carla M. Firetto , Mengyi Li , Liwei Wei and Rachel M. V. Croninger -- Reporting Design Principles for Effective Instruction of Writing: Interventions as Constructs /Gert Rijlaarsdam , Tanja Janssen , Saskia Rietdijk and Daphne van Weijen -- Index. This volume presents effective instructional programs focused on two perspectives on writing: the teaching and learning of writing as a skill and the use of writing as a learning activity in various school subjects or skills acquisition. It is focused on analysing micro-design features of the programs (such as learning activities, supporting materials, specific strategies, instructional techniques) but also, macro-design rules of intervention programs (such as, instructional sequence, instructional stages) based on research evidence provided for previous studies. This volume goes beyond a practical volume because it provides additional reflection and discussion about theoretical background and empirically based evidence which support the specific intervention programs described. Several chapters in this book include links to an Open Access e-book where teacher and student materials for the authors’ instructional approaches can be found (see ToC)

     
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    Source: Staatsbibliothek zu Berlin
    Contributor: Fidalgo, Raquel (HerausgeberIn); Harris, Karen R. (HerausgeberIn); Braaksma, Martine (HerausgeberIn)
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9789004270480
    Other identifier:
    RVK Categories: EC 2260 ; HD 226 ; GB 2964
    Series: Studies in writing ; volume 34
    Subjects: Interdisciplinary approach in education (Higher); English language; Report writing; Academic writing; Language arts (Higher); English language; Report writing; Academic writing; Language arts (Higher); Interdisciplinary approach in education; Academic writing; English language; Interdisciplinary approach in education (Higher); Language arts (Higher); Report writing
    Scope: 1 Online-Ressource (XI, 324 Seiten), Illustrationen
    Notes:

    Includes bibliographical references and index
  6. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Contributor: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Published: 2018
    Publisher:  Routledge, Taylor & Francis Group, London

    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the... more

    Location:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Potsdamer Straße
    Signature:
    10 A 38401
    Inter-library loan:
    Unlimited inter-library loan, copies and loan

    Location:
    Universitätsbibliothek Erfurt / Forschungsbibliothek Gotha, Universitätsbibliothek Erfurt
    Signature:
    DF 3000 A517
    Inter-library loan:
    No inter-library loan

    Location:
    Universitäts- und Landesbibliothek Sachsen-Anhalt / Zentrale
    Signature:
    E F 141 Con
    Inter-library loan:
    No inter-library loan
    Location:
    Universitäts- und Landesbibliothek Sachsen-Anhalt / Zentrale
    Signature:
    E F 141 Con
    Inter-library loan:
    Unlimited inter-library loan, copies and loan

     

    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the ontological distinction between sequential and emergent processes / J. Bryan Henderson, Elon Langbeheim and Michelene T.H. Chi -- Conceptual change and the complexity of learning / Cecilia Lundholm -- Conceptual change, relationships, and cultural epistemologies / Ananda Marin, Douglas Medin, and Bethany Ojalehto -- Conceptual change : a cultural-historical and cognitive-developmental framework / Geoffrey B. Saxe -- Conceptual change and symbol use in physics / Bruce Sherin -- The language paradox : words invite and impede conceptual change / Susan A. Gelman and Jasmine M. DeJesus -- Gesture's role in reflecting and fostering conceptual change / Miriam A. Novack, Eliza L. Congdon, Elizabeth M. Wakefield and Susan Goldin-Meadow -- Implicit conceptual dynamics and students' explanatory model development in science / David E. Brown -- Conceptual change, materiality and hybrid minds / Roger Säljö -- Multiple representations and students' conceptual change in science / David F. Treagust, Mihye Won and Felicity McLure -- Consolidation of conceptual change, argumentation, models and explanations : why it matters for science education / Sibel Erduran, Ebru Kaya and Pinar Seda Cetin -- The dynamic material and representational practices of modeling / Richard Lehrer and Leona Schauble -- Shifts in epistemic status in argumentation and in conceptual change / María Pilar Jiménez-Aleixandre and Pablo Brocos -- Conceptual change through argumentation : a process of dynamic refinement / Leema Berland and Rosemary Russ -- Concept and critique : two intertwined routes for intellectual development in science / Laurence Viennot and Nicolas Décamp -- Evaluating self-generated explanations in the process of understanding / Shulamit Kapon -- Identifying the role of epistemic cognition and metacognition in conceptual change / Barbara K. Hofer -- Don't believe everything you think : reappraising judgments about conceptions / Doug Lombardi and Gale M. Sinatra -- The interacting dynamics of epistemology and conceptual understanding / David Hammer -- Situating practices of epistemic cognition / William A. Sandoval -- Developing an understanding of the limits of knowing / Frank C. Keil -- A discursive approach to identity and critical transitions in mathematics learning / Einat Heyd-Metzuyanim -- Identity and knowledge / Andrea A. diSessa -- Personal, deeply affective, and aesthetic engagement with science content : when disciplinary learning becomes a vehicle for identity construction / Olivia Levrini, Mariana Levin and Paola Fantini -- Overall synthesis : facing the challenge of programmatic research on conceptual change / Tamer G. Amin and Olivia Levrini

     
    Export to reference management software   RIS file
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    Source: Staatsbibliothek zu Berlin
    Contributor: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Language: English
    Media type: Book
    Format: Print
    ISBN: 9781138205390; 9781138205406
    RVK Categories: DF 2000 ; DF 3000 ; CX 3000
    Subjects: Concept learning; Interdisciplinary approach in education
    Scope: xv, 374 pages, Illustrationen, 24 cm
    Notes:

    Literaturangaben
  7. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Contributor: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Published: 2018
    Publisher:  Routledge, Taylor & Francis Group, London

    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the... more

    Location:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Unter den Linden
    Inter-library loan:
    Unlimited inter-library loan, copies and loan

     

    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the ontological distinction between sequential and emergent processes / J. Bryan Henderson, Elon Langbeheim and Michelene T.H. Chi -- Conceptual change and the complexity of learning / Cecilia Lundholm -- Conceptual change, relationships, and cultural epistemologies / Ananda Marin, Douglas Medin, and Bethany Ojalehto -- Conceptual change : a cultural-historical and cognitive-developmental framework / Geoffrey B. Saxe -- Conceptual change and symbol use in physics / Bruce Sherin -- The language paradox : words invite and impede conceptual change / Susan A. Gelman and Jasmine M. DeJesus -- Gesture's role in reflecting and fostering conceptual change / Miriam A. Novack, Eliza L. Congdon, Elizabeth M. Wakefield and Susan Goldin-Meadow -- Implicit conceptual dynamics and students' explanatory model development in science / David E. Brown -- Conceptual change, materiality and hybrid minds / Roger Säljö -- Multiple representations and students' conceptual change in science / David F. Treagust, Mihye Won and Felicity McLure -- Consolidation of conceptual change, argumentation, models and explanations : why it matters for science education / Sibel Erduran, Ebru Kaya and Pinar Seda Cetin -- The dynamic material and representational practices of modeling / Richard Lehrer and Leona Schauble -- Shifts in epistemic status in argumentation and in conceptual change / María Pilar Jiménez-Aleixandre and Pablo Brocos -- Conceptual change through argumentation : a process of dynamic refinement / Leema Berland and Rosemary Russ -- Concept and critique : two intertwined routes for intellectual development in science / Laurence Viennot and Nicolas Décamp -- Evaluating self-generated explanations in the process of understanding / Shulamit Kapon -- Identifying the role of epistemic cognition and metacognition in conceptual change / Barbara K. Hofer -- Don't believe everything you think : reappraising judgments about conceptions / Doug Lombardi and Gale M. Sinatra -- The interacting dynamics of epistemology and conceptual understanding / David Hammer -- Situating practices of epistemic cognition / William A. Sandoval -- Developing an understanding of the limits of knowing / Frank C. Keil -- A discursive approach to identity and critical transitions in mathematics learning / Einat Heyd-Metzuyanim -- Identity and knowledge / Andrea A. diSessa -- Personal, deeply affective, and aesthetic engagement with science content : when disciplinary learning becomes a vehicle for identity construction / Olivia Levrini, Mariana Levin and Paola Fantini -- Overall synthesis : facing the challenge of programmatic research on conceptual change / Tamer G. Amin and Olivia Levrini

     
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    Content information
    Verlag (Inhaltsverzeichnis)
    Source: Staatsbibliothek zu Berlin
    Contributor: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Language: English
    Media type: Book
    Format: Print
    ISBN: 9781138205390; 9781138205406
    RVK Categories: DF 2000 ; DF 3000 ; CX 3000
    Subjects: Concept learning; Interdisciplinary approach in education
    Scope: xv, 374 Seiten, Illustrationen, Diagramme
    Notes:

    Includes bibliographical references
  8. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Contributor: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Published: 2018
    Publisher:  Routledge, Taylor & Francis Group, London

    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the... more

    Location:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Unter den Linden
    Inter-library loan:
    Unlimited inter-library loan, copies and loan

     

    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the ontological distinction between sequential and emergent processes / J. Bryan Henderson, Elon Langbeheim and Michelene T.H. Chi -- Conceptual change and the complexity of learning / Cecilia Lundholm -- Conceptual change, relationships, and cultural epistemologies / Ananda Marin, Douglas Medin, and Bethany Ojalehto -- Conceptual change : a cultural-historical and cognitive-developmental framework / Geoffrey B. Saxe -- Conceptual change and symbol use in physics / Bruce Sherin -- The language paradox : words invite and impede conceptual change / Susan A. Gelman and Jasmine M. DeJesus -- Gesture's role in reflecting and fostering conceptual change / Miriam A. Novack, Eliza L. Congdon, Elizabeth M. Wakefield and Susan Goldin-Meadow -- Implicit conceptual dynamics and students' explanatory model development in science / David E. Brown -- Conceptual change, materiality and hybrid minds / Roger Säljö -- Multiple representations and students' conceptual change in science / David F. Treagust, Mihye Won and Felicity McLure -- Consolidation of conceptual change, argumentation, models and explanations : why it matters for science education / Sibel Erduran, Ebru Kaya and Pinar Seda Cetin -- The dynamic material and representational practices of modeling / Richard Lehrer and Leona Schauble -- Shifts in epistemic status in argumentation and in conceptual change / María Pilar Jiménez-Aleixandre and Pablo Brocos -- Conceptual change through argumentation : a process of dynamic refinement / Leema Berland and Rosemary Russ -- Concept and critique : two intertwined routes for intellectual development in science / Laurence Viennot and Nicolas Décamp -- Evaluating self-generated explanations in the process of understanding / Shulamit Kapon -- Identifying the role of epistemic cognition and metacognition in conceptual change / Barbara K. Hofer -- Don't believe everything you think : reappraising judgments about conceptions / Doug Lombardi and Gale M. Sinatra -- The interacting dynamics of epistemology and conceptual understanding / David Hammer -- Situating practices of epistemic cognition / William A. Sandoval -- Developing an understanding of the limits of knowing / Frank C. Keil -- A discursive approach to identity and critical transitions in mathematics learning / Einat Heyd-Metzuyanim -- Identity and knowledge / Andrea A. diSessa -- Personal, deeply affective, and aesthetic engagement with science content : when disciplinary learning becomes a vehicle for identity construction / Olivia Levrini, Mariana Levin and Paola Fantini -- Overall synthesis : facing the challenge of programmatic research on conceptual change / Tamer G. Amin and Olivia Levrini

     
    Export to reference management software   RIS file
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    Source: Staatsbibliothek zu Berlin
    Contributor: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Language: English
    Media type: Book
    Format: Print
    ISBN: 9781138205390; 9781138205406
    RVK Categories: DF 2000 ; DF 3000 ; CX 3000
    Subjects: Concept learning; Interdisciplinary approach in education
    Scope: xv, 374 pages, Illustrationen, 24 cm
    Notes:

    Literaturangaben
  9. On writtenness
    the cultural politics of academic writing
    Author: Turner, Joan
    Published: 2018
    Publisher:  Bloomsbury Academic, London

    "The term 'writtenness' is used to describe highlight a socio-academic criterion that is often taken-for-granted. The trope 'well written' is widespread but it is rarely very clearly defined and not adequately described by theory. This book redresses... more

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    Aggregator (lizenzpflichtig)

    Location:
    Hochschule Aalen, Bibliothek
    Signature:
    E-Book EBSCO
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    Location:
    Hochschule Esslingen, Bibliothek
    Signature:
    E-Book Ebsco
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    Location:
    Saarländische Universitäts- und Landesbibliothek
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    Location:
    Universitätsbibliothek der Eberhard Karls Universität
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    "The term 'writtenness' is used to describe highlight a socio-academic criterion that is often taken-for-granted. The trope 'well written' is widespread but it is rarely very clearly defined and not adequately described by theory. This book redresses that neglect by contextualizing writtenness as a focal issue in the contemporary context of international higher education. The quality of academic writing is often the source of both practical and ethical dilemmas in the academy, while at the same time the social value and productive role of the writing in the communication of knowledge are underestimated. The book interrogates the cultural power and value of writtenness, while also revealing its relative misrepresentation within academic culture at large. The conceptual relevance of writtenness is accentuated in the current geopolitical context of English language dominance, where it is at the hub of both centripetal and centrifugal forces. On the one hand, there is a widespread uniformity in notions of style and accuracy which academic writing is deemed to embody and represent, while on the other, with English as the lingua franca in different academic and geographic contexts globally, and different varieties of English proliferating, writtenness becomes a site of struggle"-- 1. On writtenness : an introductory overview -- 2. On the historical construction of writtenness as an ideological regime -- 3. On the underlying values of writtenness as a transdisciplinary criterion -- 4. On polished prose and its frictions : the contemporary politics of academic style -- 5. On the elite and remedial economy of English in international higher education -- 6. On producing writtenness : misrecognized value, mystical process, misunderstood pedagogies, misaligned roles -- 7. On writtenness and textual trade : ethical boundaries, inequitable assessment and institutional complicity -- 8. On proofreading and its indexicalities : social attitudes, the student experience, textual mobility and print culture in transition -- 9. On written English in flux : disrupting the smooth read.

     
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  10. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Contributor: Amin, Tamer (Herausgeber); Levrini, Olivia (Herausgeber)
    Published: 2018
    Publisher:  Routledge, Abingdon, Oxon

    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the... more

     

    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the ontological distinction between sequential and emergent processes / J. Bryan Henderson, Elon Langbeheim and Michelene T.H. Chi -- Conceptual change and the complexity of learning / Cecilia Lundholm -- Conceptual change, relationships, and cultural epistemologies / Ananda Marin, Douglas Medin, and Bethany Ojalehto -- Conceptual change : a cultural-historical and cognitive-developmental framework / Geoffrey B. Saxe -- Conceptual change and symbol use in physics / Bruce Sherin -- The language paradox : words invite and impede conceptual change / Susan A. Gelman and Jasmine M. DeJesus -- Gesture's role in reflecting and fostering conceptual change / Miriam A. Novack, Eliza L. Congdon, Elizabeth M. Wakefield and Susan Goldin-Meadow --^ Implicit conceptual dynamics and students' explanatory model development in science / David E. Brown -- Conceptual change, materiality and hybrid minds / Roger Säljö -- Multiple representations and students' conceptual change in science / David F. Treagust, Mihye Won and Felicity McLure -- Consolidation of conceptual change, argumentation, models and explanations : why it matters for science education / Sibel Erduran, Ebru Kaya and Pinar Seda Cetin -- The dynamic material and representational practices of modeling / Richard Lehrer and Leona Schauble -- Shifts in epistemic status in argumentation and in conceptual change / María Pilar Jiménez-Aleixandre and Pablo Brocos -- Conceptual change through argumentation : a process of dynamic refinement / Leema Berland and Rosemary Russ -- Concept and critique : two intertwined routes for intellectual development in science / Laurence Viennot and Nicolas Décamp --^ Evaluating self-generated explanations in the process of understanding / Shulamit Kapon -- Identifying the role of epistemic cognition and metacognition in conceptual change / Barbara K. Hofer -- Don't believe everything you think : reappraising judgments about conceptions / Doug Lombardi and Gale M. Sinatra -- The interacting dynamics of epistemology and conceptual understanding / David Hammer -- Situating practices of epistemic cognition / William A. Sandoval -- Developing an understanding of the limits of knowing / Frank C. Keil -- A discursive approach to identity and critical transitions in mathematics learning / Einat Heyd-Metzuyanim -- Identity and knowledge / Andrea A. diSessa -- Personal, deeply affective, and aesthetic engagement with science content : when disciplinary learning becomes a vehicle for identity construction / Olivia Levrini, Mariana Levin and Paola Fantini --^

     
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    Source: Union catalogues
    Contributor: Amin, Tamer (Herausgeber); Levrini, Olivia (Herausgeber)
    Language: English
    Media type: Book
    ISBN: 9781138205390; 9781138205406; 9781315467139
    RVK Categories: DF 2000
    Subjects: Concept learning; Interdisciplinary approach in education
    Other subjects: Concept learning; Interdisciplinary approach in education
    Scope: xv, 374 pages, Illustrationen, 24 cm
    Notes:

    Includes bibliographical references
  11. Design principles for teaching effective writing
    theoretical and empirical grounded principles
    Contributor: Fidalgo, Raquel (HerausgeberIn); Harris, Karen R. (HerausgeberIn); Braaksma, Martine (HerausgeberIn)
    Published: [2018]
    Publisher:  Brill, Leiden

    Front Matter -- Design Principles for Teaching Effective Writing: An Introduction /Raquel Fidalgo , Karen R. Harris and Martine Braaksma -- Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-Analyses /Steve Graham and Karen R. Harris... more

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    Front Matter -- Design Principles for Teaching Effective Writing: An Introduction /Raquel Fidalgo , Karen R. Harris and Martine Braaksma -- Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-Analyses /Steve Graham and Karen R. Harris -- Description and Analysis of Strategy-Focused Instructional Models for Writing /Patricia Robledo-Ramón and Jesús N. García -- Writing-to-Learn Instruction that Works /Lauren Foxworth and Linda H. Mason -- Developing Writing Skills through Cognitive Self-Regulation Instruction /Raquel Fidalgo and Mark Torrance -- Self-Regulated Strategy Development: Theoretical Bases, Critical Instructional Elements, and Future Research /Karen R. Harris and Steve Graham -- An Instructional Approach for Improving Reading and Writing to Learn /Linda H. Mason -- Analysis of Effective Instructional Sequences in Upper Primary Education (11–12 Years Old Students) to Enhance Content-Learning through the Integrated Use of Reading and Writing /Isabel Martínez , Mar Mateos and Elena Martín -- Analysis of Instructional Programs in Different Academic Levels for Improving Self-Regulated Learning SRL through Written Text /Pedro Rosário , José Carlos Núñez , Celestino Rodríguez , Rebeca Cerezo , Estrella Fernández , Ellian Tuero and Julia Högemann -- Thoughts on What Makes Strategy Instruction Work and How It Can Be Enhanced and Extended /Charles A. MacArthur -- Fostering Student Writing through Intervention Research: An Examination of Key Components /P. Karen Murphy , Carla M. Firetto , Mengyi Li , Liwei Wei and Rachel M. V. Croninger -- Reporting Design Principles for Effective Instruction of Writing: Interventions as Constructs /Gert Rijlaarsdam , Tanja Janssen , Saskia Rietdijk and Daphne van Weijen -- Index. This volume presents effective instructional programs focused on two perspectives on writing: the teaching and learning of writing as a skill and the use of writing as a learning activity in various school subjects or skills acquisition. It is focused on analysing micro-design features of the programs (such as learning activities, supporting materials, specific strategies, instructional techniques) but also, macro-design rules of intervention programs (such as, instructional sequence, instructional stages) based on research evidence provided for previous studies. This volume goes beyond a practical volume because it provides additional reflection and discussion about theoretical background and empirically based evidence which support the specific intervention programs described. Several chapters in this book include links to an Open Access e-book where teacher and student materials for the authors’ instructional approaches can be found (see ToC)

     
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    Content information
    Source: Staatsbibliothek zu Berlin
    Contributor: Fidalgo, Raquel (HerausgeberIn); Harris, Karen R. (HerausgeberIn); Braaksma, Martine (HerausgeberIn)
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9789004270480
    Other identifier:
    RVK Categories: EC 2260 ; HD 226 ; GB 2964
    Series: Studies in writing ; volume 34
    Subjects: Interdisciplinary approach in education (Higher); English language; Report writing; Academic writing; Language arts (Higher); English language; Report writing; Academic writing; Language arts (Higher); Interdisciplinary approach in education
    Scope: 1 Online-Ressource (XI, 324 Seiten), Illustrationen
    Notes:

    Includes bibliographical references and index
  12. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Contributor: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Published: 2018
    Publisher:  Routledge, Taylor & Francis Group, London

    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the... more

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    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the ontological distinction between sequential and emergent processes / J. Bryan Henderson, Elon Langbeheim and Michelene T.H. Chi -- Conceptual change and the complexity of learning / Cecilia Lundholm -- Conceptual change, relationships, and cultural epistemologies / Ananda Marin, Douglas Medin, and Bethany Ojalehto -- Conceptual change : a cultural-historical and cognitive-developmental framework / Geoffrey B. Saxe -- Conceptual change and symbol use in physics / Bruce Sherin -- The language paradox : words invite and impede conceptual change / Susan A. Gelman and Jasmine M. DeJesus -- Gesture's role in reflecting and fostering conceptual change / Miriam A. Novack, Eliza L. Congdon, Elizabeth M. Wakefield and Susan Goldin-Meadow -- Implicit conceptual dynamics and students' explanatory model development in science / David E. Brown -- Conceptual change, materiality and hybrid minds / Roger SäljÖ -- Multiple representations and students' conceptual change in science / David F. Treagust, Mihye Won and Felicity McLure -- Consolidation of conceptual change, argumentation, models and explanations : why it matters for science education / Sibel Erduran, Ebru Kaya and Pinar Seda Cetin -- The dynamic material and representational practices of modeling / Richard Lehrer and Leona Schauble -- Shifts in epistemic status in argumentation and in conceptual change / María Pilar Jiménez-Aleixandre and Pablo Brocos -- Conceptual change through argumentation : a process of dynamic refinement / Leema Berland and Rosemary Russ -- Concept and critique : two intertwined routes for intellectual development in science / Laurence Viennot and Nicolas Décamp -- Evaluating self-generated explanations in the process of understanding / Shulamit Kapon -- Identifying the role of epistemic cognition and metacognition in conceptual change / Barbara K. Hofer -- Don't believe everything you think : reappraising judgments about conceptions / Doug Lombardi and Gale M. Sinatra -- The interacting dynamics of epistemology and conceptual understanding / David Hammer -- Situating practices of epistemic cognition / William A. Sandoval -- Developing an understanding of the limits of knowing / Frank C. Keil -- A discursive approach to identity and critical transitions in mathematics learning / Einat Heyd-Metzuyanim -- Identity and knowledge / Andrea A. diSessa -- Personal, deeply affective, and aesthetic engagement with science content : when disciplinary learning becomes a vehicle for identity construction / Olivia Levrini, Mariana Levin and Paola Fantini -- Overall synthesis : facing the challenge of programmatic research on conceptual change / Tamer G. Amin and Olivia Levrini.

     
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    Source: Staatsbibliothek zu Berlin
    Contributor: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9781315467139; 9781315467108
    Other identifier:
    RVK Categories: DF 3000 ; CX 3000 ; DF 2000
    Subjects: Concept learning; Interdisciplinary approach in education
    Scope: 1 Online-Ressource (xv, 374 Seiten), Illustrationen, Diagramme
  13. Bridging discourses in the ESL classroom :
    students, teachers and researchers /
    Author: Gibbons, Pauline,
    Published: 2018.
    Publisher:  Bloomsbury Academic,, [London] : ; Bloomsbury Publishing,, London :

    "Bridging Discourses in the ESL Classroom is concerned with the nature of talk in multilingual classrooms. Examining the interactions between students learning in and through English as a second language and their teachers, this book identifies the... more

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    Humboldt-Universität zu Berlin, Universitätsbibliothek, Jacob-und-Wilhelm-Grimm-Zentrum
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    "Bridging Discourses in the ESL Classroom is concerned with the nature of talk in multilingual classrooms. Examining the interactions between students learning in and through English as a second language and their teachers, this book identifies the patterns of discourse which support and enable both second language development and the learning of curriculum knowledge. These patterns are 'bridging discourses', combining the everyday language used by the student with the specialised language of the academic register. Drawing on second language acquisition research and systemic functional linguistic theory, in particular the work of Halliday and Vygotsky, Pauline Gibbons develops tools to view classroom talk through a powerful interdisciplinary lens. Putting forward an innovative new theory of classroom discourse analysis, this book focuses on applying theory to practice. This is an invaluable resource for all teachers, researchers and students of linguistics and education." -- Bloomsbury Publishing Part 1. Language, learning and learners: perspectives across disciplines -- Part 2. Inside two classrooms -- Part 3. Discourse contexts for second language development

     
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    Content information
    Source: Staatsbibliothek zu Berlin
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 978-1-350-06330-3; 978-1-350-06328-0; 978-1-350-06329-7
    Other identifier:
    RVK Categories: HD 150
    Series: Bloomsbury classics in linguistics
    Subjects: Interdisciplinary approach in education; Second language acquisition; English language / Study and teaching / Foreign speakers; Englischunterricht.; Interdisziplinäres Studium.; Ungesteuerter Zweitsprachenerwerb.; Zweisprachiger Unterricht.; Mehrsprachigkeit.; Fremdsprachenlernen.
    Scope: 1 Online-Ressource (378 Seiten).
    Notes:

    Includes bibliographical references and index
  14. Interdisciplinary and intercultural programmes in higher education :
    exploring challenges in designing and teaching /
    Contributor: Green, Judith L. (Publisher); Baker, W. Douglas (Publisher)
    Published: 2018.
    Publisher:  Routledge,, London :

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    Humboldt-Universität zu Berlin, Universitätsbibliothek, Jacob-und-Wilhelm-Grimm-Zentrum
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    Content information
    Source: Union catalogues
    Contributor: Green, Judith L. (Publisher); Baker, W. Douglas (Publisher)
    Language: English
    Media type: Book
    Format: Print
    ISBN: 978-0-367-22040-2; 978-1-138-70110-6
    RVK Categories: AL 34000
    Edition: First issued in paperback
    Subjects: Education, Higher / Curricula; Interdisciplinary approach in education; Multicultural education; Culturally relevant pedagogy; Interdisziplinarität.; Interkulturalität.; Hochschuldidaktik.
    Scope: ix, 107 Seiten :, Illustrationen.
    Notes:

    First published 2017 by Routledge
  15. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Contributor: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Published: 2018
    Publisher:  Routledge, Taylor & Francis Group, London

    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the... more

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    Verlag (lizenzpflichtig)

    Location:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Unter den Linden
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    Unlimited inter-library loan, copies and loan

     

    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the ontological distinction between sequential and emergent processes / J. Bryan Henderson, Elon Langbeheim and Michelene T.H. Chi -- Conceptual change and the complexity of learning / Cecilia Lundholm -- Conceptual change, relationships, and cultural epistemologies / Ananda Marin, Douglas Medin, and Bethany Ojalehto -- Conceptual change : a cultural-historical and cognitive-developmental framework / Geoffrey B. Saxe -- Conceptual change and symbol use in physics / Bruce Sherin -- The language paradox : words invite and impede conceptual change / Susan A. Gelman and Jasmine M. DeJesus -- Gesture's role in reflecting and fostering conceptual change / Miriam A. Novack, Eliza L. Congdon, Elizabeth M. Wakefield and Susan Goldin-Meadow -- Implicit conceptual dynamics and students' explanatory model development in science / David E. Brown -- Conceptual change, materiality and hybrid minds / Roger SäljÖ -- Multiple representations and students' conceptual change in science / David F. Treagust, Mihye Won and Felicity McLure -- Consolidation of conceptual change, argumentation, models and explanations : why it matters for science education / Sibel Erduran, Ebru Kaya and Pinar Seda Cetin -- The dynamic material and representational practices of modeling / Richard Lehrer and Leona Schauble -- Shifts in epistemic status in argumentation and in conceptual change / María Pilar Jiménez-Aleixandre and Pablo Brocos -- Conceptual change through argumentation : a process of dynamic refinement / Leema Berland and Rosemary Russ -- Concept and critique : two intertwined routes for intellectual development in science / Laurence Viennot and Nicolas Décamp -- Evaluating self-generated explanations in the process of understanding / Shulamit Kapon -- Identifying the role of epistemic cognition and metacognition in conceptual change / Barbara K. Hofer -- Don't believe everything you think : reappraising judgments about conceptions / Doug Lombardi and Gale M. Sinatra -- The interacting dynamics of epistemology and conceptual understanding / David Hammer -- Situating practices of epistemic cognition / William A. Sandoval -- Developing an understanding of the limits of knowing / Frank C. Keil -- A discursive approach to identity and critical transitions in mathematics learning / Einat Heyd-Metzuyanim -- Identity and knowledge / Andrea A. diSessa -- Personal, deeply affective, and aesthetic engagement with science content : when disciplinary learning becomes a vehicle for identity construction / Olivia Levrini, Mariana Levin and Paola Fantini -- Overall synthesis : facing the challenge of programmatic research on conceptual change / Tamer G. Amin and Olivia Levrini.

     
    Export to reference management software   RIS file
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    Source: Staatsbibliothek zu Berlin
    Contributor: Amin, Tamer G. (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 9781315467139; 9781315467108
    Other identifier:
    RVK Categories: DF 3000 ; CX 3000 ; DF 2000
    Subjects: Concept learning; Interdisciplinary approach in education
    Scope: 1 Online-Ressource (xv, 374 Seiten), Illustrationen, Diagramme
  16. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Contributor: Amin, Tamer (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Published: 2018
    Publisher:  Routledge, Taylor & Francis Group, London

    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the... more

    Location:
    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Unter den Linden
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    Unlimited inter-library loan, copies and loan

     

    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the ontological distinction between sequential and emergent processes / J. Bryan Henderson, Elon Langbeheim and Michelene T.H. Chi -- Conceptual change and the complexity of learning / Cecilia Lundholm -- Conceptual change, relationships, and cultural epistemologies / Ananda Marin, Douglas Medin, and Bethany Ojalehto -- Conceptual change : a cultural-historical and cognitive-developmental framework / Geoffrey B. Saxe -- Conceptual change and symbol use in physics / Bruce Sherin -- The language paradox : words invite and impede conceptual change / Susan A. Gelman and Jasmine M. DeJesus -- Gesture's role in reflecting and fostering conceptual change / Miriam A. Novack, Eliza L. Congdon, Elizabeth M. Wakefield and Susan Goldin-Meadow -- Implicit conceptual dynamics and students' explanatory model development in science / David E. Brown -- Conceptual change, materiality and hybrid minds / Roger Säljö -- Multiple representations and students' conceptual change in science / David F. Treagust, Mihye Won and Felicity McLure -- Consolidation of conceptual change, argumentation, models and explanations : why it matters for science education / Sibel Erduran, Ebru Kaya and Pinar Seda Cetin -- The dynamic material and representational practices of modeling / Richard Lehrer and Leona Schauble -- Shifts in epistemic status in argumentation and in conceptual change / María Pilar Jiménez-Aleixandre and Pablo Brocos -- Conceptual change through argumentation : a process of dynamic refinement / Leema Berland and Rosemary Russ -- Concept and critique : two intertwined routes for intellectual development in science / Laurence Viennot and Nicolas Décamp -- Evaluating self-generated explanations in the process of understanding / Shulamit Kapon -- Identifying the role of epistemic cognition and metacognition in conceptual change / Barbara K. Hofer -- Don't believe everything you think : reappraising judgments about conceptions / Doug Lombardi and Gale M. Sinatra -- The interacting dynamics of epistemology and conceptual understanding / David Hammer -- Situating practices of epistemic cognition / William A. Sandoval -- Developing an understanding of the limits of knowing / Frank C. Keil -- A discursive approach to identity and critical transitions in mathematics learning / Einat Heyd-Metzuyanim -- Identity and knowledge / Andrea A. diSessa -- Personal, deeply affective, and aesthetic engagement with science content : when disciplinary learning becomes a vehicle for identity construction / Olivia Levrini, Mariana Levin and Paola Fantini -- Overall synthesis : facing the challenge of programmatic research on conceptual change / Tamer G. Amin and Olivia Levrini

     
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    Content information
    Verlag (Inhaltsverzeichnis)
    Source: Staatsbibliothek zu Berlin
    Contributor: Amin, Tamer (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Language: English
    Media type: Book
    Format: Print
    ISBN: 9781138205390; 9781138205406
    RVK Categories: DF 3000 ; CX 3000 ; DF 2000
    Subjects: Concept learning; Interdisciplinary approach in education
    Scope: xv, 374 Seiten, Illustrationen, Diagramme
    Notes:

    Includes bibliographical references
  17. Converging perspectives on conceptual change
    mapping an emerging paradigm in the learning sciences
    Contributor: Amin, Tamer (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Published: 2018
    Publisher:  Routledge, Taylor & Francis Group, London

    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the... more

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    Staatsbibliothek zu Berlin - Preußischer Kulturbesitz, Haus Potsdamer Straße
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    10 A 38401
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    Universitätsbibliothek Erfurt / Forschungsbibliothek Gotha, Universitätsbibliothek Erfurt
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    DF 3000 A517
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    Universitäts- und Landesbibliothek Sachsen-Anhalt / Zentrale
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    E F 141 Con
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    Universitäts- und Landesbibliothek Sachsen-Anhalt / Zentrale
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    Universität Konstanz, Kommunikations-, Informations-, Medienzentrum (KIM)
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    Knowledge in pieces : an evolving framework for understanding knowing and learning / Andrea A. diSessa -- Initial and scientific understandings and the problem of conceptual change / Stella Vosniadou -- Addressing robust misconceptions through the ontological distinction between sequential and emergent processes / J. Bryan Henderson, Elon Langbeheim and Michelene T.H. Chi -- Conceptual change and the complexity of learning / Cecilia Lundholm -- Conceptual change, relationships, and cultural epistemologies / Ananda Marin, Douglas Medin, and Bethany Ojalehto -- Conceptual change : a cultural-historical and cognitive-developmental framework / Geoffrey B. Saxe -- Conceptual change and symbol use in physics / Bruce Sherin -- The language paradox : words invite and impede conceptual change / Susan A. Gelman and Jasmine M. DeJesus -- Gesture's role in reflecting and fostering conceptual change / Miriam A. Novack, Eliza L. Congdon, Elizabeth M. Wakefield and Susan Goldin-Meadow -- Implicit conceptual dynamics and students' explanatory model development in science / David E. Brown -- Conceptual change, materiality and hybrid minds / Roger Säljö -- Multiple representations and students' conceptual change in science / David F. Treagust, Mihye Won and Felicity McLure -- Consolidation of conceptual change, argumentation, models and explanations : why it matters for science education / Sibel Erduran, Ebru Kaya and Pinar Seda Cetin -- The dynamic material and representational practices of modeling / Richard Lehrer and Leona Schauble -- Shifts in epistemic status in argumentation and in conceptual change / María Pilar Jiménez-Aleixandre and Pablo Brocos -- Conceptual change through argumentation : a process of dynamic refinement / Leema Berland and Rosemary Russ -- Concept and critique : two intertwined routes for intellectual development in science / Laurence Viennot and Nicolas Décamp -- Evaluating self-generated explanations in the process of understanding / Shulamit Kapon -- Identifying the role of epistemic cognition and metacognition in conceptual change / Barbara K. Hofer -- Don't believe everything you think : reappraising judgments about conceptions / Doug Lombardi and Gale M. Sinatra -- The interacting dynamics of epistemology and conceptual understanding / David Hammer -- Situating practices of epistemic cognition / William A. Sandoval -- Developing an understanding of the limits of knowing / Frank C. Keil -- A discursive approach to identity and critical transitions in mathematics learning / Einat Heyd-Metzuyanim -- Identity and knowledge / Andrea A. diSessa -- Personal, deeply affective, and aesthetic engagement with science content : when disciplinary learning becomes a vehicle for identity construction / Olivia Levrini, Mariana Levin and Paola Fantini -- Overall synthesis : facing the challenge of programmatic research on conceptual change / Tamer G. Amin and Olivia Levrini

     
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    Content information
    Verlag (Inhaltsverzeichnis)
    Source: Staatsbibliothek zu Berlin
    Contributor: Amin, Tamer (HerausgeberIn); Levrini, Olivia (HerausgeberIn)
    Language: English
    Media type: Book
    Format: Print
    ISBN: 9781138205390; 9781138205406
    RVK Categories: DF 3000 ; CX 3000 ; DF 2000
    Subjects: Concept learning; Interdisciplinary approach in education
    Scope: xv, 374 Seiten, Illustrationen, Diagramme
    Notes:

    Includes bibliographical references