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Conceptual Structure in Childhood and Adolescence: The Case of Everyday Physics [Kõva köide]

  • Formaat: Hardback, 256 pages, kõrgus x laius: 234x156 mm, kaal: 454 g
  • Ilmumisaeg: 26-Mar-1998
  • Kirjastus: Routledge
  • ISBN-10: 0415147298
  • ISBN-13: 9780415147293
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  • Formaat: Hardback, 256 pages, kõrgus x laius: 234x156 mm, kaal: 454 g
  • Ilmumisaeg: 26-Mar-1998
  • Kirjastus: Routledge
  • ISBN-10: 0415147298
  • ISBN-13: 9780415147293
Teised raamatud teemal:
Christine Howe addresses both psychological and educational concerns by looking in detail at three areas of physics: heat transfer, propelled motion and object flotation. She draws on her own empirical work in this area as well as that of others to build a new model of conceptual growth. Her results are surprising, in some cases supporting work by Piaget and Vygotsky, but in others contradicting them.
Conceptual Structure in Childhood and Adolescence will be of interest to developmental psychologists, particularly those interested in cognitive development, and relevant to the work of all those engaged in educational research.
List of illustrations
ix(2)
Preface xi(2)
Acknowledgements xiii
Part I Introduction 1(42)
1 Everyday physics and conceptual structure
3(19)
The `alternativeness' of everyday physics
5(10)
The constraining of human cognition
15(7)
2 Rationale for a developmental perspective
22(21)
Conceptualisation as an action-based phenomenon
24(10)
A strategy for developmental research
34(9)
Part II Heat transfer 43(44)
3 Temperature change and childhood theorising
45(25)
Variables relevant to temperature change
47(7)
Mechanisms of heat transfer
54(7)
Transfer, transmission and variable selection
61(9)
4 The `peripheral' case of changes of phase
70(17)
Variables relevant to phase change
70(8)
Phase, temperature and theoretical knowledge
78(9)
Part III Propelled motion 87(48)
5 Encapsulated knowledge of horizontal motion
89(26)
Speed and its governing variables
91(10)
Force and horizontal motion
101(8)
Internal forces, external forces and variable selection
109(6)
6 Horizontal and vertical motion compared
115(20)
Downwards motion and vertical fall
116(9)
Force and vertical motion
125(10)
Part IV Object flotation 135(48)
7 Flotation in liquids and stage-like progression
137(30)
Child-based and variable-based approaches to variable selection
139(17)
Theories in the object-liquid interplay
156(11)
8 Flotation in gases or failure to fall
167(16)
Pressure, density and variable selection
168(6)
Theories in the object-gas interplay
174(9)
Part V Conclusion 183(25)
9 An action-based theory of conceptual growth
185(13)
Co-ordinations with linguistic representations
187(4)
Preserving structure and losing content
191(7)
10 Action-based knowledge in a wider context
198(10)
Sensitivity to topic area
199(6)
Sensitivity to age or stage
205(3)
Appendix 208(10)
Notes 218(3)
References 221(8)
Index 229