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Relationship between Epistemological Beliefs and Conceptual Change Learning.
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Qian, Gaoyin; Alvermann, Donna E. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Focuses on how students' epistemological beliefs are related to conceptual change learning in science. Addresses: taking students' epistemological beliefs into account; findings of secondary school students' epistemological beliefs about science; and instructional strategies to promote students' mature epistemological beliefs. Focuses specifically…
Descriptors: Concept Formation, Epistemology, Literature Reviews, Misconceptions
Learning Counter-Intuitive Science Concepts: What Have We Learned from Over a Decade of Research?
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Guzzetti, Barbara J. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Integrates findings from qualitative and quantitative research in conceptual change that investigated text and text-based strategies. Emphasizes findings that have direct implications for instructional research and practice: (1) refutational text is not sufficient to produce conceptual change; (2) discussion of refutational text must be…
Descriptors: Elementary Secondary Education, Literature Reviews, Misconceptions, Reader Text Relationship
Content Determines Process: Seeing the Familiar in New Ways.
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Ridgeway, Victoria Gentry; Dunston, Pamela J. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Examines conceptual change research to develop an instructional framework for science educators consonant with research on special education populations. Delineates a taxonomy of knowledge structures (classification, structure, process/mechanism, and concept/theory frames) derived from research that may be used to guide teaching strategy…
Descriptors: Elementary Secondary Education, Literature Reviews, Misconceptions, Reader Text Relationship
Conceptual Change Instruction: A Social Constructivist Perspective.
Peer reviewed Peer reviewed
Maria, Katherine – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Demonstrates how social constructivism has affected conceptual change research, and draws implications for reading and writing instruction from conceptual change research using social constructivism as a theoretical framework. Discuss why conceptual change researchers turned to social constructivism as a theoretical framework for their research.…
Descriptors: Cognitive Processes, Concept Formation, Elementary Secondary Education, Literature Reviews