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International Handbook of Research on Conceptual Change
Conceptual change research investigates the processes through which learners substantially revise prior knowledge and acquire new concepts. Tracing its heritage to paradigms and paradigm shifts made famous by Thomas Kuhn, conceptual change research focuses on understanding and explaining learning of the most the most difficult and counter-intuitive concepts. Now in its second edition, the International Handbook of Research on Conceptual Change provides a comprehensive review of the conceptual change movement and of the impressive research it has spawned on students’ difficulties in learning. In thirty-one new and updated chapters, organized thematically and introduced by Stella Vosniadou, this volume brings together detailed discussions of key theoretical and methodological issues, the roots of conceptual change research, and mechanisms of conceptual change and learner characteristics. Combined with chapters that describe conceptual change research in the fields of physics, astronomy, biology, medicine and health, and history, this handbook presents writings on interdisciplinary topics written for researchers and students across fields.
Philosophy of Systems Biology
The emergence of systems biology raises many fascinating questions: What does it mean to take a systems approach to problems in biology? To what extent is the use of mathematical and computational modelling changing the life sciences? How does the availability of big data influence research practices? What are the major challenges for biomedical research in the years to come? This book addresses such questions of relevance not only to philosophers and biologists but also to readers interested in the broader implications of systems biology for science and society. The book features reflections and original work by experts from across the disciplines including systems biologists, philosophers,...
Philosophy and Geometry
Philosophers have studied geometry since ancient times. Geometrical knowledge has often played the role of a laboratory for the philosopher's conceptual experiments dedicated to the ideation of powerful theories of knowledge. Lorenzo Magnani's new book Philosophy and Geometry illustrates the rich intrigue of this fascinating story of human knowledge, providing a new analysis of the ideas of many scholars (including Plato, Proclus, Kant, and Poincaré), and discussing conventionalist and neopositivist perspectives and the problem of the origins of geometry. The book also ties together the concerns of philosophers of science and cognitive scientists, showing, for example, the connections between geometrical reasoning and cognition as well as the results of recent logical and computational models of geometrical reasoning. All the topics are dealt with using a novel combination of both historical and contemporary perspectives. Philosophy and Geometry is a valuable contribution to the renaissance of research in the field.
Philosophy of Technology and Engineering Sciences
The Handbook Philosophy of Technology and Engineering Sciences addresses numerous issues in the emerging field of the philosophy of those sciences that are involved in the technological process of designing, developing and making of new technical artifacts and systems. These issues include the nature of design, of technological knowledge, and of technical artifacts, as well as the toolbox of engineers. Most of these have thus far not been analyzed in general philosophy of science, which has traditionally but inadequately regarded technology as mere applied science and focused on physics, biology, mathematics and the social sciences. - First comprehensive philosophical handbook on technology and the engineering sciences - Unparalleled in scope including explorative articles - In depth discussion of technical artifacts and their ontology - Provides extensive analysis of the nature of engineering design - Focuses in detail on the role of models in technology
Model Based Learning and Instruction in Science
Anyone involved in science education will find that this text can enhance their pedagogical practice. It describes new, model-based teaching methods that integrate social and cognitive perspectives for science instruction. It presents research that describes how these new methods are applied in a diverse group of settings, including middle school biology, high school physics, and college chemistry classrooms. They offer practical tips for teaching the toughest of key concepts.
Teaching Scientific Inquiry
What are scientific inquiry practices like today? How should schools approach inquiry in science education? Teaching Science Inquiry presents the scholarly papers and practical conversations that emerged from the exchanges at a two-day conference of distinctive North American ‘science studies’ and ‘learning science’scholars.
Handbook of the Psychology of Science
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Scientific and Technological Thinking
At the turn of the 21st century, the most valuable commodity in society is knowledge--particularly new knowledge that may give a culture, company, or laboratory an adaptive advantage. Knowledge about the cognitive processes that lead to discovery and invention can enhance the probability of making valuable new discoveries and inventions. Such knowledge needs to be made widely available to ensure that no particular interest group "corners the market" on techno-scientific creativity. Knowledge can also facilitate the development of business strategies and social policies based on a genuine understanding of the creative process. Furthermore, through an understanding of principles underlying the...
Modelling-based Teaching in Science Education
This book argues that modelling should be a component of all school curricula that aspire to provide ‘authentic science education for all’. The literature on modelling is reviewed and a ‘model of modelling’ is proposed. The conditions for the successful implementation of the ‘model of modelling’ in classrooms are explored and illustrated from practical experience. The roles of argumentation, visualisation, and analogical reasoning, in successful modelling-based teaching are reviewed. The contribution of such teaching to both the learning of key scientific concepts and an understanding of the nature of science are established. Approaches to the design of curricula that facilitate ...
