So, when does a learner activate an intentional conceptual change process? As
the examples illustrate,the context may facilitate or obstruct intentional
conceptual change. For instance, contextswithshort time requirements make
itmore difficult ...
Author: Gale M. Sinatra
This volume brings together a distinguished, international list of scholars to explore the role of the learner's intention in knowledge change. Traditional views of knowledge reconstruction placed the impetus for thought change outside the learner's control. The teacher, instructional methods, materials, and activities were identified as the seat of change. Recent perspectives on learning, however, suggest that the learner can play an active, indeed, intentional role in the process of knowledge restructuring. This volume explores this new, innovative view of conceptual change learning using original contributions drawn from renowned scholars in a variety of disciplines. The volume is intended for scholars or advanced students studying knowledge acquisition and change, including educational psychology, developmental psychology, science education, cognitive science, learning science, instructional psychology, and instructional and curriculum studies.
An Intentional Approach to Meaning Making and Conceptual Change Ola
Halldén, Max Scheja, and Liza Haglund, Stockholm University Looking across
the research on learning and conceptual change, it would probably be fair to say
Author: Stella Vosniadou
Conceptual change research investigates the processes through which learners substantially revise prior knowledge and acquire new concepts. Tracing its heritage to paradigms and paradigm shifts made famous by Thomas Kuhn, conceptual change research focuses on understanding and explaining learning of the most the most difficult and counter-intuitive concepts. Now in its second edition, the International Handbook of Research on Conceptual Change provides a comprehensive review of the conceptual change movement and of the impressive research it has spawned on students’ difficulties in learning. In thirty-one new and updated chapters, organized thematically and introduced by Stella Vosniadou, this volume brings together detailed discussions of key theoretical and methodological issues, the roots of conceptual change research, and mechanisms of conceptual change and learner characteristics. Combined with chapters that describe conceptual change research in the fields of physics, astronomy, biology, medicine and health, and history, this handbook presents writings on interdisciplinary topics written for researchers and students across fields.
The role of domain specific knowledge in intentional conceptual cl Sinatra & P. R.
Pintrich (Eds.), Intentional conceptual change. Mahwah, NJ: Law Associates.
Linnenbrink, E. A., & Pintrich, P. R. (in press). The role of motivation in intentional
Author: Margarita Limón
Publisher: Springer Science & Business Media
This book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual change. Unique in its complete treatment of the questions that should be considered to further current understanding of knowledge construction and change, this book is useful for psychologists, cognitive scientists, educational researchers, curriculum developers, teachers and educators at all levels and in all disciplines.
First, intentional conceptual change does not imply nor does it determine
particular behaviours for teachers to replicate as is typically done in the rational–
empirical tradition of teacher change research discussed in the earlier overview.
Author: M. Kubanyiova
Bringing together multiple sources of data and combining existing theories across language teacher cognition, teacher education, second language motivation and psychology, this empirically-grounded analysis of teacher development in action offers new insights into the complex and dynamic nature of language teachers' conceptual change.
Learning. as. Conceptual. Change. Let's momentarily return to our “big doggie”
example. We have shown that the first inclination, when faced with information
that conflicts with current beliefs, is to try to avoid or assimilate. But eventually, the
Author: Steven Katz
Publisher: Corwin Press
We interrupt this program to bring meaningful change to professional learning! Big ideas can sometimes get stuck on the way to becoming real change. The authors explain the secret to getting unstuck: interrupting the status quo of traditional activity-based professional development to help educators embrace permanent changes in thinking and behavior. You can enable true learning by: Building a focus on learning, collaborative inquiry, and formal and informal instructional leadership in schools Recognizing the psychological processes involved in adult learning, and overcoming the psychological biases and barriers to change Using tools and strategies such as critical friend relationships, learning conversations, task sheets, and protocols
9 Beliefs about knowledge and revision of knowledge: on the importance of
epistemic beliefs for intentional conceptual change in elementary and middle
school students Lucia Mason University ofPadua, Italy In their seminal and well—
Author: Lisa D. Bendixen
Publisher: Cambridge University Press
This book presents theoretical and empirical work pertaining to personal epistemology in the classroom and consider its broader educational implications.
Specifically , they have explored the notion of intentional conceptual change ,
which they characterize as “ goal - directed ... Behind this provocative idea is the
recognition that sometimes conceptual change does not just happen to
Author: Patricia A. Alexander
Publisher: Prentice Hall
This book introduces future educators and researchers to several different psychological perspectives and uses these perspectives to introduce key issues such as knowledge acquisition and transfer, strategic process, and student motivation. As an editor and reviewer of the top journals in the field, the author is able to present the latest research in language that is accessible and understandable. Unlike other books that are organized around theoretical topics valued by psychologists, it is organized around education problems and issues deemed important by educators.
[ 6 ] DISESSA A . A . , ELBY A . and HAMMER D . , in Intentional Conceptual
Change , edited by SINATRA G . and PINTRICH P . ( Lawrence Erlbaum
Associates ) 2002 . [ 7 ] CAREY S . , Conceptual Change in Childhood ( MIT
Press ) 1985 .
Author: Edward F. Redish
Publisher: SIF Edizioni Scientifiche
Physics Education research is a young field with a strong tradition in many countries. However, it has only recently received full recognition of its specificity and relevance for the growth and improvement of the culture of Physics in contemporary Society for different levels and populations. This may be due on one side to the fact that teaching, therefore education, is part of the job of university researchers and it has often been implicitly assumed that the competences required for good research activity also guarantee good teaching practice. On the other side, and perhaps more important, is the fact that the problems to be afforded in doing research in education are complex problems that require a knowledge base not restricted to the disciplinary physics knowledge but enlarged to include cognitive science, communication science, history and philosophy. The topics discussed here look at some of the facets of the problem by considering the interplay of the development of cognitive models for learning Physics with some reflections on the Physics contents for contemporary and future society with the analysis of teaching strategies and the role of experiments the issue of assessmen"
In G. M. Sinatra & P. R. Pintrich ( Eds . ) , Intentional conceptual change ( pp . 407
-427 ) . Mahwah , NJ : Erlbaum , Hatano , G. , & Oura , Y. ( 2003 ) . Commentary :
Reconceptualizing school learning using insight from expertise research .
Author: Jeanne Ellis Ormrod
Publisher: Prentice Hall
Human Learning, fifth edition, is the leading text on learning theories applied to education. It covers a broad range of learning theories, including behaviorist, social cognitive, cognitive, and developmental. Complex learning and cognition, including metacognition, transfer, and social processes in knowledge construction are also covered, as is motivation. Coverage demonstrates, through the author's extremely lucid and engaging prose, how different concepts relate to one another. The book provides dozens of proven examples, and emphasizes meaningful learning that makes the fundamentals of these theories comprehensible to students with little or no prior coursework in psychology. Key revisions to this book include a thoroughly updated section on behaviorism, a new, separate chapter on the developmental theories of Piaget and Vygotsky, and a reorganized motivation section.
When is conceptual change intended? A cognitive-sociocultural view. In G. M.
Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 407–427).
Mahwah, NJ: Lawrence Erlbaum. Kuhn, T. S. (1970). Structure of scientific
Author: D. C. Phillips
Publisher: SAGE Publications
Education is a field sometimes beset by theories-of-the-day and with easy panaceas that overpromise the degree to which they can alleviate pressing educational problems. The two-volume Encyclopedia of Educational Theory and Philosophy introduces readers to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice. Drawing together a team of international scholars, this invaluable reference examines the global landscape of all the key theories and the theorists behind them and presents them in the context needed to understand their strengths and weaknesses. In addition to interpretations of long-established theories, this work offers essays on cutting-edge research and concise, to-the-point definitions of key concepts, ideas, schools, and figures. Features: Over 300 signed entries by trusted experts in the field are organized into two volumes and overseen by a distinguished General Editor and an international Editorial Board. Entries are followed by cross references and further reading suggestions. A Chronology of Theory within the field of education highlights developments over the centuries; a Reader’s Guide groups entries thematically, and a master Bibliography facilitates further study. The Reader’s Guide, detailed index, and cross references combine for strong search-and-browse capabilities in the electronic version. Available in a choice of print or electronic formats, Encyclopedia of Educational Theory and Philosophy is an ideal reference for anyone interested in the roots of contemporary educational theory.
Hennessey ( 2002 ) regarded science learning primarily as conceptual change .
... placed a great deal of importance on students ' developing metacognition ,
hence the emphasis on scientific reasoning as intentional conceptual change .
Author: William Damon
Part of the authoritative four-volume reference that spans the entire field of child development and has set the standard against which all other scholarly references are compared. Updated and revised to reflect the new developments in the field, the Handbook of Child Psychology, Sixth Edition contains new chapters on such topics as spirituality, social understanding, and non-verbal communication. Volume 4: Child Psychology in Practice, edited by K. Ann Renninger, Swarthmore College, and Irving E. Sigel, Educational Testing Service, covers child psychology in clinical and educational practice. New topics addressed include educational assessment and evaluation, character education, learning disabilities, mental retardation, media and popular culture, children's health and parenting.
SUMMARY Conceptual change is one of the most meaningful conceptions of
learning . All theories of conceptual change ... In G . M . Sinatra & P . R . Pintrich (
Eds . ) , Intentional conceptual change ( pp . 21 - 54 ) . Mahwah , NJ : Lawrence ...
Author: David H. Jonassen
Publisher: Prentice Hall
Well-known for addressing the use of computers to foster critical-thinking and problem solving, this text was written to teach current and future teachers how to better engage learners more mindfully and meaningfully in the process of learning. Available now in it's Third Edition, it focuses on how to use technology to support meaningful learning through model building, providing powerful strategies for engaging, supporting, and assessing coonceptual change in learners.