Conceptual change: From a cognitive or situated perspective?;Conceptual change: Kognitiv oder situiert?

Zeitschrift fur Padagogische Psychologie

Volumn 17, Issue 2, 2003, Pages 133-144

  Stark, Robin ^a  

^a SAARLAND UNIVERSITY   (Germany)

Author keywords

Cognitive approaches; Conceptual change; Situated approaches

Indexed keywords

EID: 0038238200     PISSN: 10100652     EISSN: None     Source Type: Journal    
DOI: 10.1024//1010-0652.17.2.133     Document Type: Review

References (45)

1. Anderson, J. R., Reder, L. M. & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25, 5-11.
2. Anderson, J. R., Greeno, J.G., Reder, L. M. & Simon, H. A. (2000). Perspectives on learning, thinking, and activity. Educational Researcher, 29, 11-13.
3. Baltes, P.B., Staudinger, U.M. & Lindenberger, U. (1999). Lifespan psychology: Theory and application to intellectual functioning. Annual Review of Psychology, 50, 411-507.
4. Bereiter, C. (1994). Implications of postmodernism for science, or, science as progressive discourse. Educational Psychologist, 29, 3-12.
5. Caravita, S. (2001). Are-framed conceptual change theory? Learning and Instruction, 11, 421-429.
6. Caravita, S. & Halldén, O. (1994). Reframing the problem of conceptual change. Learning and Instruction, 4, 89-111.
7. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
8. Chi, M.T.H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery science. In R. N. Giere (Ed.), Cognitive models of science (pp. 129-186). Minneapolis, MN: University of Minnesota Press.
9. Chi, M. T. H. (1997). Creativity: shifting across ontological categories flexibly. In T. B. Ward, S. M. Smith & J. Vaid (Eds.), Creative thought: An investigation of conceptual structures and processes (pp. 209-234). Washington, DC: American Psychological Association.
10. Chi, M. T. H. & Roscoe, R. D. (2002). The process and challenges of conceptual change: Integrating theory and practice. In M. Limon & L. Mason (Eds.), Reframing the process of conceptual change (pp. 3-27). Amsterdam: Kluwer.
11. Chi, M. T. H., Slotta, J. D. & DeLeeuw, N. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4, 27-43.
12. Clancey, W. J. (1993). Situated action: Aneuropsychological interpretation. A response to Vera and Simon. Cognitive Science, 17, 87-116.
13. Clement, J. (1982). Student's preconceptions in introductory mechanics. American Journal of Physics, 550, 66-71.
14. Dalbert, C. (1996). Über den Umgang mit Ungewissheit. Eine psychologische Analyse. Bern: Huber.
15. Ferrari, M. & Chi, M. T. H. (1998). The nature of naive explanations of natural selection. International Journal of Science Education, 20, 1231-1256.
16. Gigerenzer, G. (2000) Adaptive thinking. Rationality in the real world. Oxford: University Press.
17. Greeno, J. G. (1997). On claims that answer the wrong questions. Educational Researcher, 26, 5-17.
18. Halldén, O. (1990). Questions asked in common sense contexts and in scientific contexts. In P. L. Lijinse, P. Licht, W. de Vos & A. J. Waarlo (Eds.), Relating macroscopic phenomena to microscopic particles (pp. 199-130). Utrecht: CD-B Press.
19. Halldén, O. (1993). Learners' conceptions of the subject matter being taught. A case from learning history. International Journal of Educational Research, 91, 317-325.
20. Halldén, O. (1999). Conceptual change and contextualization. In W. Schnotz, S. Vosniadou & M. Carretero (Eds.), New perspectives on conceptual change (pp. 53-66). Amsterdam: Pergamon.
21. Hatano, G. & Inagaki, K. (1994). Young children's naive theory of biology. Cognition, 50, 171-188.
22. Huber, G. L. & Roth, J. W. H. (1999). Finden oder Suchen? Lehren und Lernen in Zeiten der Ungewissheit. Schwangau: Ingeborg Huber Verlag.
23. Kahneman, D. & Tversky, A. (1982). On the study of statistical intuitions. In D. Kahneman, P. Slovic & A. Tversky (Eds.), Judgement under uncertainty: heuristics and biases (pp. 493-508). New York: Cambridge University Press.
24. Kuhn, T. S. (1976). Die Struktur wissenschaftlicher Revolutionen. Frankfurt am Main: Suhrkamp.
25. Lave, J. (1988). Cognition in practice. Cambridge: University Press.
26. McCloskey, M., Caramazza, A. & Green, B. (1980). Curvilinear motion in the absence of external forces: Naive beliefs about the motion of objects. Science, 210, 1139-1141.
27. Pea, R. D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Eds.), Distributed cognitions. Psychological and educational considerations (pp. 47-87). New York: Cambridge University Press.
28. Pintrich, P. R. (1999). Motivational beliefs as resources for and constraints on conceptual change. In W. Schnotz, S. Vosniadou & M. Carretero (Eds.), New perspectives on conceptual change (pp. 33-50). Amsterdam: Pergamon.
29. Pintrich, P. R., Marx, R. W. & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.
30. Reiner, M., Slotta, J. D., Chi, M. T. H. & Resnick, L. B. (1988). Naive materialistic beliefs: An underlying epistemological commitment. Proceedings of the Tenth Annual Conference of the Cognitive Science Society (pp. 544-551). Hillsdale, NJ: Erlbaum.
31. Saljö, R. (1999). Concepts, cognition and discourse. From mental structures to discursive tools. In W. Schnotz, S. Vosniadou & M. Carretero (Eds.), New perspectives on conceptual change (pp. 81-90). Oxford: Elsevier.
32. Salomon, G. (1993). No distribution without individual's cognition: A dynamic interactional view. In G. Salomon (Ed.), Distributed cognition (pp. 111-138). New York: Cambridge University Press.
33. Schnotz, W. (2001). Conceptual Change. In D. Rost (Hrsg.), Handwörterbuch der Psychologie (S. 75-81). Weinheim: Belz.
34. Smith, J., Di Sessa A. & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3, 115-163.
35. Spada, H. (1994). Conceptual change or multiple representations? Learning and Instruction, 4, 113-116.
36. Stark, R. & Mandl, H. (2000). Konzeptualisierung von Motivation und Motivierung im Kontext situierten Lernens. In U. Schiefele & K.-P. Wild (Hrsg.), Interesse und Lernmotivation: Untersuchungen zu Entwicklung, Förderung und Wirkung (S. 95-115). Münster: Waxmann.
37. Strike, K. A. & Posner, G. (1982). Conceptual change and science teaching. European Journal of Science Education, 4, 231-240.
38. Vera, A.H. & Simon, H.A. (1993). Situated action: A symbolic interpretation. Cognitive Science, 17, 7-48.
39. Vosniadou, S. (1994a). Conceptual change in the physical science. Learning and Instruction, 4, 45-69.
40. Vosniadou, S. (1994b). Capturing and modeling the process of conceptual change. Learning and Instruction, 4, 51-67.
41. Vosniadou, S. (1999). Conceptual change research: State of the art and future directions. In W. Schnotz, S. Vosniadou & M. Carretero (Eds.), New perspectives on conceptual change (pp. 3-13). Amsterdam: Elsevier.
42. Vosniadou, S. & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.
43. Vosniadou, S., Ioannides, C., Dimitrakopoulou, A. & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction, 11, 381-419.
44. Wittgenstein, L. (1993). Tractatus logico-philosophicus, Tagebücher 1914-1916, Philosophische Untersuchungen. Frankfurt am Main: Suhrkamp.
45. Wygptski, L. S. (1964). Denken und Sprechen. Stuttgart: Fischer.