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Drawing from philosophical, historical, and psychological research,
this book redefines conceptual change as it applies to learning and
instruction. Divided into three sections, this book addresses 1.)
Foundations of conceptual change research, 2.) Examines the
influence that personal beliefs have on conceptual change, and
3.)Focuses on mathematics learning and teaching.
Traditionally it has been thought that scientific controversies can always be resolved on the basis of empirical data. Recently, however, social constructionists have claimed that the outcome of scientific debates is strongly influenced by non-evidential factors such as the rhetorical prowess and professional clout of the participants. This volume of previously unpublished essays by well-known philosophers of science presents historical studies and philosophical analyses that undermine the plausibility of an extreme social constructionist perspective while also indicating the need for a richer and more realistic account of scientific rationality.
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