"Perspectives on Conceptual Change" presents case study excerpts
illustrating the influence on and processes of students' conceptual
change, and analyses of these cases from multiple theoretical
frameworks.
Researchers in reading education have been investigating conceptual
change and the effects of students' prior knowledge on their
learning for more than a decade. During this time, this research
had been changing from the general and cognitive--average effects
of interventions on groups of students--to the specific and
personal--individuals' reactions to and conceptual change with text
structures. Studies in this area have begun to focus on the social,
contextual, and affective influences on conceptual change. These
studies have potential to be informed by other discourses.
Hence, this book shows the results of sharing data--in the form of
case study excerpts--with researchers representing varying
perspectives of analyses. Instances of learning are examined from
cross disciplinary views. Case study authors in turn respond to the
case analyses. The result is a text that provides multiple insights
into understanding the learning process and the conditions that
impact learning.
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