Self-organization in conceptual growth: Practical implications

International Handbook of Research on Conceptual Change

Volumn , Issue , 2013, Pages 504-519

  Bereiter, Carl ^a   Scardamalia, Marlene ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84876265343     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203154472     Document Type: Chapter

References (59)

1. Andriessen, J., Baker, M., & Suthers, D. (Eds.). (2003). Arguing to learn: Confronting cognitions in computer-supported collaborative learning environments. Dordrecht, The Netherlands: Kluwer
2. Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing for learning from the Web with KIE. International Journal of Science Education, 22(8), 797-817
3. Bereiter, C. (1991). Implications of connectionism for thinking about rules. Educational Researcher, 20, 10-16
4. Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates
5. Bereiter, C. (2010). Three knowledge concepts of practical significance in education. Paper presented at Annual Meeting of the American Educational Research Association (AERA) Denver, CO, April 30-May 4
6. Bereiter, C. (2012). Theory building and education for understanding. In M. A. Peters, P. Ghiraldelli, B. Zarnic, and A. Gibbons (Eds.), Encyclopaedia of philosophy of education. Available at: www. ffst. hr/ENCYCLOPAEDIA/ doku. php?id=theory_building_and_education_for_understanding
7. Bereiter, C., & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension strategies. Cognition and Instruction, 2, 131-156
8. Bereiter, C., & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum Associates
9. Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. La Salle, IL: Open Court
10. Bereiter, C., & Scardamalia, M. (2003). Learning to work creatively with knowledge. In E. De Corte, L. Verschaffel, N. Entwistle, & J. van Merriënboer (Eds.), Powerful learning environments: Unraveling basic components and dimensions (pp. 55-68). Oxford, UK: Elsevier Science
11. Bereiter, C., & Scardamalia, M. (2006). Education for the knowledge age: Design-centered models of teaching and instruction. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (2nd edn., pp. 695-713). Mahwah, NJ: Lawrence Erlbaum Associates
12. Bereiter, C., & Scardamalia, M. (2010). Can children really create knowledge? Canadian Journal of Learning and Technology, 36(1)
13. Brewer, W. F. (2008). Naïve theories of observational astronomy: Review, analysis, and theoretical implications. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 155-204). New York, NY: Routledge
14. Brown, A. L., Day, J. D., & Jones, R. S. (1980). The development of plans for summarizing texts. Child Development, 54, 968-979
15. Brown, D. E., & Hammer, D. (2008). Conceptual change in physics. In. S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 127-154). New York, NY: Routledge
16. Carey, S. (1978). The child as word learner. In M. Halle, J. Bresnan, & G. A. Miller (Eds.), Linguistic theory and psychological reality (pp. 264-293). Cambridge, MA: MIT Press
17. Carey, S., & Bartlett, E. (1978). Acquiring a single new word. Proceedings of the Stanford Child Language Conference, 15, 17-29
18. Chan, C. K. K., Burtis, P. J., Scardamalia, M., & Bereiter, C. (1992). Constructive activity in learning from text. American Educational Research Journal, 29, 97-118
19. Clement, J. (2008). The role of explanatory models in teaching for conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 417-452). New York, NY: Routledge
20. Dennett, D. C. (1995). Darwin's dangerous idea: Evolution and the meanings of life. New York, NY: Simon & Schuster
21. diSessa, A. A. (2008). Bird's-eye view of the "pieces" vs. "coherence" controversy (from the "pieces" side of the fence). In. S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 35-60). New York, NY: Routledge
22. Duncker, K. (1945). On problem solving. Psychological Monographs, 58(5) (Whole No. 270)
23. Eichinger, D. C., Anderson, C. W., Palincsar, A. S., & David, Y. M. (1991, April). An illustration of the roles of content knowledge, scientific argument, and social norms in collaborative problem solving. Paper presented at the meeting of the American Educational Research Association, Chicago, IL
24. Elman, J., Bates, E., Johnson, M., Karmiloff-Smith, A., Parisi, D., & Plunkett, K. (1996). Rethinking innateness: A connectionist perspective on development. Cambridge, MA: MIT Press
25. Fodor, J. A. (1980). Fixation of belief and concept acquisition. In M. Piattelli-Palmerini (Ed.), Language and learning: The debate between Jean Piaget and Noam Chomsky (pp. 142-149). Cambridge, MA: Harvard University Press
26. Gelman, S. A., & Brandone, A. C. (2010). Fast-mapping placeholders: Using words to talk about kinds. Language Learning and Development, 6, 223-240
27. Ghent, P. (1989). Expert learning in music. Master's thesis, University of Toronto, Toronto, Canada
28. Hewitt, J. (2005). Toward an understanding of how threads die in asynchronous computer conferences. Journal of the Learning Sciences, 14(4), 567-589
29. Hmelo-Silver, C. E., & Azevedo, R. (2006). Understanding complex systems: Some core challenges. Journal of the Learning Sciences, 15, 53-61
30. Inagaki, K., & Hatano, G. (2008). Conceptual change in naïve biology. In. S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 240-262). New York, NY: Routledge
31. Jacobson, M., & Wilensky, U. (2006). Complex systems in education: Scientific and educational importance and research challenges for the learning sciences. Journal of the Learning Sciences, 15(1), 11-34
32. Johnson, P. (2009). The 21st century skills movement. Educational Leadership, 67(1), 11
33. Kauffman, S. (1993). The origins of order: Self-organization and selection in evolution. New York, NY: Oxford University Press
34. Kauffman, S. (1995). At home in the universe: The search for laws of self-organization and complexity. New York, NY: Oxford University Press
35. Landauer, T. K., & Dumais, S. T. (1997). A solution to Plato's problem: The latent semantic analysis theory of the acquisition, induction, and representation of knowledge. Psychological Review, 25, 211-240
36. Matuk, C., McElhaney, K., Chen J. K., Miller, D., Lim-Breitbart, J., & Linn, M. (2012). The Idea Manager: A tool to scaffold students in documenting, sorting, and distinguishing ideas during science inquiry. Berkeley, CA:University of California
37. Nersessian, N. J. (2008). Mental models in conceptual change. In. S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 391-416). New York, NY: Routledge
38. Newell, A. (1980). Reasoning, problem solving and decision processes: The problem space as a fundamental category. In R. Nickerson (Ed.), Attention and Performance VIII. Hillsdale, NJ: Lawrence Erlbaum Associates
39. Organisation for Economic Co-operation and Development. (2010). The OECD Innovation Strategy: Getting a head start on tomorrow. Paris, France: OECD
40. Paavola, S. & Hakkarainen, K. (2009). From meaning making to joint construction of knowledge practices and artefacts-A trialogical approach to CSCL. In C. O'Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer Supported Collaborative Learning Practices: CSCL2009 Conference Proceedings (pp. 83-92). Rhodes, Greece: International Society of the Learning Sciences (ISLS)
41. Perkins, D. N. (1981). The mind's best work. Cambridge, MA: Harvard University Press
42. Piaget, J. (1971). Psychology and epistemology: Towards a theory of knowledge. New York, NY: Viking Press
43. Piatelli-Palmarini, M. (Ed. ). (1980). Language and learning: The debate between Jean Piaget and Noam Chomsky. Cambridge, MA: Harvard University Press
44. Resnick, M. (1994). Turtles, termites, and traffic jams: Explorations in massively parallel microworlds. Cambridge, MA: MIT Press
45. Sandoval, W. A., & Reiser, B. J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic supports for science inquiry. Science Education, 88, 345-372
46. Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B. Smith (Ed.), Liberal education in a knowledge society (pp. 67-98). Chicago, IL: Open Court
47. Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97-118). New York, NY: Cambridge University Press
48. Schoon, K. (1995). The origin and extent of alternative conceptions in the earth and space sciences: A survey of pre-service elementary teachers. Journal of Elementary Science Education, 7(2), 27-46
49. Swingley, D. (2010). Fast mapping and slow mapping in children's word learning. Language Learning and Development, 6, 179-183
50. Tal, N. F. (1992). Diagnostic reasoning of difficult internal medicine cases: Expert, proto-expert, and non-expert approaches. Doctoral thesis, University of Toronto, Toronto, Canada
51. Thagard, P. (1989). Explanatory coherence. Behavioral and Brain Sciences, 12, 435-502
52. Thagard, P. (2000). Coherence in thought and action. Cambridge, MA: MIT Press
53. Thagard, P. (2003). Why wasn't O. J. convicted? Emotional coherence in legal inference. Cognition and Emotion, 17(3), 361-383
54. Thagard, P. (2006). Hot thought: Mechanisms and applications of emotional cognition. Cambridge, MA: MIT Press
55. Thagard, P. (2008). Conceptual change in the history of science: Life, mind, and disease. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 374-387). New York, NY: Routledge
56. Vosniadou, S. (Ed. ). (2008). International handbook of research on conceptual change. New York, NY: Routledge
57. Vosniadou, S., Vamvakoussi, X., & Skopeliti, I. (2008). The framework theory approach to the problem of conceptual change. In. S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 3-34). New York, NY: Routledge
58. White, B. Y., & Frederiksen, J. R. (2000). Technological tools and instructional approaches for making scientific inquiry accessible to all. In M. J. Jacobson & R. B. Kozma (Eds.), Innovations in science and mathematics education: Advanced designs for technologies of learning (pp. 321-359). Mahwah, NJ: Lawrence Erlbaum Associates
59. Wilensky, U. & Reisman, K. (2006). Thinking like a wolf, a sheep, or a firefly: Learning biology through constructing and testing computational theories-An embodied modeling approach. Cognition & Instruction, 24(2), 171-209