Drawing from philosophical, historical, and psychological research, this book redefines conceptual change as it applies to learning and instruction. Divided into three sections, this book addresses: foundations of conceptual change research, examines the influence that personal beliefs have on conceptual change, and focuses on mathematics learning and teaching. It reflects current state-of-the-art conceptual change work. Each section includes a specialized introduction and ends with thought-provoking commentaries. It is written by experts in the field.

Similarity and analogy are fundamental in human cognition. They are crucial for recognition and classification, and have been associated with scientific discovery and creativity. Any adequate understanding of similarity and analogy requires the integration of theory and data from diverse domains. This interdisciplinary volume explores current development in research and theory from psychological, computational, and educational perspectives, and considers their implications for learning and instruction. The distinguished contributors examine the psychological processes involved in reasoning by...

The design of educational technology has been driven mostly by technology and much too little by advances in instructional psychology and education. This book approaches educational technology from a psychological and educational point of view. Many of the chapters included draw the implications of cognitive theory for the construction of technology-based learning environments. Using specific examples, they show how technology could support the design of environments that are important to construct for educational and psychological reasons. Originating from a NATO Advanced Study Institute...