1st Edition
Learning Scientific Concepts A Unified Theory of Conceptual Change
1. Introduction
2. Concepts and Conceptual Development: The View from Cognitive and Developmental Psychology
3. Learning Scientific Concepts as Theory Change
4. Learning Scientific Concepts from a Knowledge-in-pieces Perspective
5. Learning Scientific Concepts from Situated, Embodied, and Distributed Perspectives
6. A Unified Theory of Conceptual Change in Science Learning
7. Learning the Scientific Concept of Force
8. Learning the Scientific Concept of Energy
9. Conclusions and Future Directions
Biography
Tamer G. Amin is Professor of the Learning Sciences in the Department of Education and Science and Mathematics Education Center at the American University of Beirut, Lebanon.
"In Learning Scientific Concepts, Tamer Amin has produced the definitive volume on conceptual change in science. He not only reviews the most important research to date but also presents his Unified Theory of Conceptual Change, offering a promising path forward for the field."
Bruce Sherin, Professor, Northwestern University, USA.
"Learning Scientific Concepts is a synthetic tour-de-force, skillfully combining insights from developmental psychology, cognitive linguistics, science education, and the history and philosophy of science to create a novel multi-level framework for understanding how students learn scientific concepts: a must read for anyone interested in conceptual change and improving science instruction."
Carol Smith, Professor Emerita, University of Massachusetts, Boston, USA.
"A thorough synthesis of research on learning scientific concepts leads to Amin's multilevel Unified Theory of Conceptual Change. I recommend this book to researchers for the comprehensive toolkit for modelling learning and to practitioners for a deep and clear understanding of effective instructional interventions."
David Treagust, Professor, Curtin University, Australia.
