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Design-Based Concept Learning in Science and Technology Education
Design-Based Concept Learning in Science and Technology Education brings together contributions from researchers that have investigated what conditions need to be fulfilled to make design-based education work.
Analyses of Concept Learning
Analyses of Concept Learning covers the papers presented at a Conference on Analyses of Concept Learning, sponsored by the Research and Development Center for Learning and Re-education of the University of Wisconsin, held in October 1965. The book focuses on efficient learning for children, youth, and adults, including concept learning, problem solving, and progresses in cognitive abilities. The selection first offers information on the formal analysis of concepts, psychological nature of concepts, and analysis of concepts from the point of view of the structure of intellect. The text then examines the relationships between concept learning and verbal learning and meaningfulness and concept....
Concept Learning
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Concept Learning
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Reconsidering Conceptual Change: Issues in Theory and Practice
Contributors. Preface. Introduction; M. LimÃ3n, L. Mason. Part I: Theoretical Perspectives. The Processes and Challenges of Conceptual Change; M.T.H. Chi, R.D. Roscoe. Why `Conceptual Ecology' is a Good Idea; A.A. diSessa. On the Nature of Naà ̄ve Physics; S. Vosniadou. Map Reading Versus Mind Reading: Revisiting Children's Understanding of the Shape of the Earth; J. Ivarsson, et al. Understanding Conceptual Change: A Commentary; R.E. Mayer. Part II: Motivational, Social and Contextual Aspects. The Role of Motivational Beliefs in Conceptual Change; E.A. Linnenbrink, P.R. Pintrich. Situating the Question of Conceptual Change; O. Halldén, et al. Participative Learning and Conceptual Chan...
Learning, Creating, and Using Knowledge
Fully revised and updated, this second edition updates Novak's theory for meaningful learning and autonomous knowledge-building along with tools to make it operational - that is, concept maps, created with the use of CMapTools and the V diagram. It is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.
Pedagogy for Conceptual Thinking and Meaning Equivalence: Emerging Research and Opportunities
Research in neuroscience and brain imaging show that exposure of learners to multi-semiotic problems enhance cognitive control of inter-hemispheric attentional processing in the lateral brain and increase higher-order thinking. Multi-semiotic representations of conceptual meaning are found in most knowledge domains where issues of quantity, structure, space, and change play important roles, including applied sciences and social science. Teaching courses in History and Theory of Architecture to young architecture students with pedagogy for conceptual thinking allows them to connect analysis of historic artifact, identify pattern of design ideas extracted from the precedent, and transfer conce...
