Reconsidering Conceptual Change: Issues in Theory and Practice

  • Margarita Limón
  • Lucia Mason

Table of contents

  1. Front Matter
    Pages i-xx
  2. Theoretical Perspectives

    1. Front Matter
      Pages 1-1
    2. Michelene T. H. Chi, Rod D. Roscoe
      Pages 3-27
    3. Andrea A. Disessa
      Pages 28-60
    4. Stella Vosniadou
      Pages 61-76
    5. Jonas Ivarsson, Jan Schoultz, Roger Säljö
      Pages 77-99
    6. Richard E. Mayer
      Pages 101-111
  3. Motivational, Social and Contextual Aspects

    1. Front Matter
      Pages 113-113
    2. Elizabeth A. Linnenbrink, Paul R. Pintrich
      Pages 115-135
    3. Ola Halldén, Gunilla Petersson, Max Scheja, Karin Ehrlén, Liza Haglund, Karolina Österlind et al.
      Pages 137-148
    4. Malka Gorodetsky, Shoshana Keiny
      Pages 149-163
    5. María José Rodrigo, Beatriz Triana, María Isabel Simón
      Pages 164-185
  4. Domain Specificity and Learning

    1. Front Matter
      Pages 199-199
    2. Ruth Stavy, Pessia Tsamir, Dina Tirosh
      Pages 217-231
    3. Kaarina Merenluoto, Erno Lehtinen
      Pages 232-257
    4. Margarita Limón
      Pages 259-289
    5. Richard White
      Pages 291-297
  5. Instructional Practices to Promote Conceptual Change in the Classroom

About this book


The chapters in this volume derive from a symposium held in Madrid, Spain, from 6-8 November, 1998. Organized and supported by the Autónoma University of Madrid, the meeting was part of the activities of the Special Interest Group (SIG) on Conceptual Change of the European Association for Research on Learning and Instruction (EARLI), coordinated by the editors of this book. The volume brings together contributions from leading researchers investigating the role of conceptual change to enhance meaningful learning in the classroom. The aim of the volume is to present the state of the art on a topic that has become very relevant to explaining how students, and people in general, build their knowledge and incorporate new concepts and ideas. The volume keeps the four main sessions in which the symposium was articulated. They were structured around both theoretical and practical issues of conceptual change. Particular attention was paid to discussing the characteristics of individuals’ prior knowledge and to the more recent topic of how to integrate social, motivational and contextual aspects of learning within conceptual change research (Parts 1 and 2).


Action Motivation interaction learning

Editors and affiliations

  • Margarita Limón
    • 1
  • Lucia Mason
    • 2
  1. 1.Universidad AutónomaMadridSpain
  2. 2.University of PadovaItaly

Bibliographic information

  • DOI
  • Copyright Information Kluwer Academic Publishers 2002
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-1-4020-0494-0
  • Online ISBN 978-0-306-47637-2
  • Buy this book on publisher's site