One of Keith's publications is:
The previous chapter is Models of Cognitive Development
Chapter 15 is Modelling Conceptual Learning
Contents:
- Is There a Learning Paradox?
- There Is No Viable Alternative to Construction of Conceptual Knowledge
- Emergence Is a Widespread Phenomenon
- The Task of Modelling Learning
- Concepts and Conceptions (Revisited)
- Concept Formation: Developing Spontaneous Concepts
- Introspection on Spontaneous Concepts
- Forming ‘Reflective’ Concepts
- Acquiring Academic Concepts
- Learning by Rote?
- Conceptual Growth: Subsuming Learning Under Existing Conceptual Structures
- Learning ‘Academic’ Concepts
- Academic Concept Formation
- Concept Modification
- Vygotsky’s Notion of Concept Development
- Melded Concepts
- A Hypothetical Example of Concept Development
- The Challenge of the Separate Domains Model to Conceptual Development
- Multiple Conceptions or Manifold Conceptions
- Multifaceted Conceptions in Science and Science Learning
- Revolutionary and Evolutionary Conceptual Change
- When Is Revolutionary Change Required?
- The Notion of Conceptual Ecology
- Limitations of the Conceptual Ecology Metaphor
- Components of a Conceptual Ecology
- Worldviews, Scientific Attitudes and Religious Beliefs
- Student Worldviews Inconsistent with Science Learning
- Worldview as Conceptual Habitat
The next Chapter is Implications for Research
