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Four vignettes about conceptual change are analyzed from a range of perspectives and broaden readers' knowledge of how learning occurs.
Guzzetti, Barbara J.; Hynd, Cynthia R.; Guzzetti, Barbara J.
Contents: M.Y. Lipson, Foreword. Preface. Part I:The Vignettes.B. Guzzetti, Case Studies in Conceptual Change: Contextual Influences on Learning With Text. K. Maria, Self-Confidence and the Process of Conceptual Change. E.B. Moje, D.P. Shepardson, Social Interactions and Children's Changing Understanding of Electric Circuits. C. Hynd, Conceptual Change in a High School Physics Class. Part II:Perspectives on Conceptual Change.G.M. Sinatra, J.A. Dole, Case Studies in Conceptual Change: A Social Psychological Perspective. P.A. Alexander, Positioning Conceptual Change Within a Model of Domain Literacy. C.A. Chinn, A Critique of Social Constructivist Explanations of Knowledge Change. K.H. Au, Conceptual Change From the Perspective of Multicultural Education. P. Anders, M. Commeyras, A Feminist Commentary on Four Science Education Vignettes. G.J. Kelly, J. Green, The Social Nature of Knowing: Toward a Sociocultural Perspective on Conceptual Change and Knowledge Construction. J. Myers, D. Alvermann, A Critical Postmodernist Perspective on the Vignettes of Conceptual Change. Part III:A Response by the Vignette Authors.B. Guzzetti, Marcey and Oz: Can Conceptual Change Occur Through Gendered Interactions? K. Maria, My Analysis of the Jennifer Vignette. E.B. Moje, D.P. Shepardson, Social Interactions and Children's Changing Understanding of Electric Circuits: Exploring Unequal Power Relations in "Peer"-Learning Groups. C. Hynd, Observing Learning From Different Perspectives: What Does It Mean for Barry and His Understanding of Gravity?
