Reframing the Conceptual Change Approach in Learning and Instruction

Table of Contents List of Figures xi List of Tables xiii Acknowledgements xv Contributors xvii Preface xxi The Conceptual Change Approach and its Re-Framing Stella Vosniadou 1 Foundations of the Conceptual Change Approach: Kuhn's Influence 17 The Philosophical Foundations of the Conceptual Change Approach: An Introduction Aristides Baltas 19 In the Wake of Thomas Kuhn's Theory of Scientific Revolutions: The Perspective of an Historian of Science Lillian Hoddeson 25 Kuhn's Philosophical Successes? Peter Machamer 35 Conceptual Change and Scientific Realism: Facing Kuhn's Challenge Theodore Arabatzis 47 Background 'Assumptions' and the Grammar of Conceptual Change: Rescuing Kuhn by Means of Wittgenstein Aristides Baltas 63 Commentaries 81 Reflections on Conceptual Change Stathis Psillos 83 Conceptual Change as Structure Change: Comment on Kuhn's Legacy Matti Sintonen 89 Personal Epistemology and Conceptual Change 97 Personal Epistemology and Conceptual Change: An Introduction Stella Vosniadou 99 Epistemological Threads inthe Fabric of Conceptual Change Research P. Karen Murphy Patricia A. Alexander Jeffrey A. Greene Maeghan N. Edwards 105 Conceptions of Learning and the Experience of Understanding: Thresholds, Contextual Influences, and Knowledge Objects Noel Entwistle 123 Conceptual Change in Physics and Physics-Related Epistemological Beliefs: A Relationship under Scrutiny Christina Stathopoulou Stella Vosniadou 145 Effects of Epistemological Beliefs and Learning Text Structure on Conceptual Change Lucia Mason Monica Gava 165 Conceptual Change Ideas: Teachers' Views and their Instructional Practice Reinders Duit Ari Widodo Christoph T. Wodzinski 197 Commentary 219 First Steps: Scholars' Promising Movements Into a Nascent Field of Inquiry Patricia A. Alexander Gale M. Sinatra 221 Extending the Conceptual Change Approach to Mathematics Learning 237 Extending the Conceptual Change Approach to Mathematics Learning: An Introduction Xenia Vamvakoussi 239 When We Clashed with the Real Numbers: Complexity of Conceptual Change in Number Concept Kaarina Merenluoto Tuire Palonen 247 How Many Numbers are there in a Rational Numbers Interval? Constraints, Synthetic Models and the Effect of the Number Line Xenia Vamvakoussi Stella Vosniadou 265 Students' Interpretations of Literal Symbols in Algebra Konstantinos P. Christou Stella Vosniadou Xenia Vamvakoussi 283 Teaching for Conceptual Change: The Case of Infinite Sets Pessia Tsamir Dina Tirosh 299 Commentaries 317 Nurturing Conceptual Change in Mathematics Education Brian Greer Lieven Verschaffel 319 Reconceptualizing Conceptual Change Anna Sfard 329 Subject Index 335.