Conceptual change research: an introduction
págs. 1-8
págs. 31-48
Two kinds and four sub-types of misconceived knowledge, ways to change it, and the learning outcomes
págs. 49-70
The contextuality of knowledge: an intentional approach to meaning making and conceptual change
págs. 71-95
págs. 96-118
págs. 121-137
págs. 138-158
Learning and teaching about matter in the elementary grades: what conceptual changes are needed?
págs. 159-176
Learning and teaching about matter in the middle-school years: how can the atomic- molecular theory be meaningfully introduced?
págs. 177-194
págs. 195-219
Evolutionary biology and conceptual change: a developmental perspective
págs. 220-239
págs. 240-252
págs. 253-268
Conceptual change and historical narratives about the nation: a theoretical and empirical approach
Mario Carretero, José Antonio Castorina, Marcelo Leonardo Levinas
págs. 269-287
págs. 288-304
págs. 305-321
The bundling hypothesis: how perception and culture give rise to abstract mathematical concepts in individuals
págs. 322-340
págs. 343-359
págs. 360-374
Beyond knowledge: learner characteristics influencing conceptual change
págs. 377-394
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págs. 447-465
págs. 466-484
Teaching science for conceptual change: theory and practice
págs. 487-503
Self- organization in conceptual growth: practical implications
págs. 504-519
The knowledge integration perspective: connections across research and education
págs. 520-538
Promoting conceptual change through inquiry
Clark A. Chinn, Ravit Golan Duncan, Michael Dianovsky, Ronald Rinehart
págs. 539-559
págs. 560-579
págs. 580-600
Situating text, talk, and transfer in conceptual change: concluding thoughts
págs. 603-621
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