Part I: The nature of concepts and conceptual change

Research output: Chapter in Book/Report/Conference proceedingForeword/postscript

Abstract

This section addresses the nature of concepts and conceptual change. As such, this section is very important to the larger endeavor undertaken in this book, which is to work toward a convergence in research on conceptual change. As a microcosm of the larger volume, the chapters here illustrate some of the tensions to be negotiated, as well as the prospects for synthesis.

Original languageEnglish (US)
Title of host publicationConverging Perspectives on Conceptual Change
Subtitle of host publicationMapping an Emerging Paradigm in the Learning Sciences
PublisherTaylor and Francis
Pages7-8
Number of pages2
ISBN (Electronic)9781315467122
ISBN (Print)9781138205390
DOIs
StatePublished - Jan 1 2017

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Sherin, B. L. (2017). Part I: The nature of concepts and conceptual change. In Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences (pp. 7-8). Taylor and Francis. https://doi.org/10.4324/9781315467139
Sherin, Bruce L. / Part I : The nature of concepts and conceptual change. Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences. Taylor and Francis, 2017. pp. 7-8
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Sherin, BL 2017, Part I: The nature of concepts and conceptual change. in Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences. Taylor and Francis, pp. 7-8. https://doi.org/10.4324/9781315467139

Part I : The nature of concepts and conceptual change. / Sherin, Bruce L.

Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences. Taylor and Francis, 2017. p. 7-8.

Research output: Chapter in Book/Report/Conference proceedingForeword/postscript

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Sherin BL. Part I: The nature of concepts and conceptual change. In Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences. Taylor and Francis. 2017. p. 7-8 https://doi.org/10.4324/9781315467139