Intentional Conceptual Change

This volume brings together a distinguished, international list of scholars to explore the role of the learner's intention in knowledge change.

Intentional Conceptual Change

Author: Gale M. Sinatra

Publisher: Routledge

ISBN: 1135648913

Page: 496

View: 999

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.

The Impact of Intentional Conceptual Change based Instruction on Students Motivation and Understanding of the Density of Real Numbers

The density of real numbers is one of the most complex concepts in mathematics a nd is one of the fundamental bases of calculus.

The Impact of Intentional Conceptual Change based Instruction on Students  Motivation and Understanding of the Density of Real Numbers

Author: Rima Rafic Halabi

Publisher:

ISBN:

Page: 184

View: 365

The density of real numbers is one of the most complex concepts in mathematics a nd is one of the fundamental bases of calculus. Research studies showed that pri or knowledge about the structural properties of natural numbers can obscure the learning of the density of real numbers and had recommended a conceptual change- based learning environment for the learning of such a concept. In this study, a quantitative, pre-post control group design was adopted where two groups of grade nine students were assigned to two instructional approaches designed for teaching the density of real numbers. One group experienced intent ional conceptual change-based instruction and the other group experienced direct instruction. Prior to the intervention, the learning orientation level of all p articipants was scored. The level of understanding of the density of real number s of all participants was tested before, immediately after, as well as six weeks after the intervention. The students' interest level in learning for all partic ipants was accessed after every session of both instructional designs. Students that received the intentional conceptual change-based instruction showe d significantly higher immediate and delayed gains in the understanding of the d ensity of real numbers than those that received direct instruction. Also, studen ts that received the intentional conceptual change-based instruction showed high er levels of interest in learning than those that received direct instruction. T he intentional conceptual change-based design impacted students' immediate and d elayed gains in the understanding of the density of real numbers consistently ac ross different levels of learning orientation. Moreover, the intentional concept ual change-based design impacted students' interest in learning consistently acr oss different levels of learning orientation.

International Handbook of Research on Conceptual Change

Learner characteristics that can act at the intentional level of awareness in conceptual change learning (Sinatra & Pintrich, 2003) include personal ...

International Handbook of Research on Conceptual Change

Author: Stella Vosniadou

Publisher: Routledge

ISBN: 113657820X

Page: 656

View: 687

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.

Reconsidering Conceptual Change Issues in Theory and Practice

The role of domain specific knowledge in intentional conceptual cl Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change.

Reconsidering Conceptual Change  Issues in Theory and Practice

Author: Margarita Limón

Publisher: Springer Science & Business Media

ISBN: 0306476371

Page: 420

View: 881

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.

Converging Perspectives on Conceptual Change

Exploring the relationships between conceptual change and intentional learning. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp.

Converging Perspectives on Conceptual Change

Author: Tamer G. Amin

Publisher: Routledge

ISBN: 1315467119

Page: 374

View: 124

Conceptual change, how conceptual understanding is transformed, has been investigated extensively since the 1970s. The field has now grown into a multifaceted, interdisciplinary effort with strands of research in cognitive and developmental psychology, education, educational psychology, and the learning sciences. Converging Perspectives on Conceptual Change brings together an extensive team of expert contributors from around the world, and offers a unique examination of how distinct lines of inquiry can complement each other and have converged over time. Amin and Levrini adopt a new approach to assembling the diverse research on conceptual change: the combination of short position pieces with extended synthesis chapters within each section, as well as an overall synthesis chapter at the end of the volume, provide a coherent and comprehensive perspective on conceptual change research. Arranged over five parts, the book covers a number of topics including: the nature of concepts and conceptual change representation, language, and discourse in conceptual change modeling, explanation, and argumentation in conceptual change metacognition and epistemology in conceptual change identity and conceptual change. Throughout this wide-ranging volume, the editors present researchers and practitioners with a more internally consistent picture of conceptual change by exploring convergence and complementarity across perspectives. By mapping features of an emerging paradigm, they challenge newcomers and established scholars alike to embrace a more programmatic orientation towards conceptual change.

Teacher Development in Action

First, intentional conceptual change does not imply nor does it determine particular behaviours for teachers to replicate as is typically done in the ...

Teacher Development in Action

Author: M. Kubanyiova

Publisher: Springer

ISBN: 0230348424

Page: 220

View: 765

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.

The Role of Cognitive Metacognitive and Motivational Variables in Conceptual Change

Abstract: This study seeks to explore and describe the role of cognitive, metacognitive, and motivational variables in conceptual change.

The Role of Cognitive  Metacognitive  and Motivational Variables in Conceptual Change

Author: Mesut Sackes

Publisher:

ISBN:

Page:

View: 256

Abstract: This study seeks to explore and describe the role of cognitive, metacognitive, and motivational variables in conceptual change. More specifically, the purposes of the study were (1) to investigate the predictive ability of a learning model that was developed based on the intentional conceptual change perspective in predicting change in conceptual understandings of the cause of moon phases, (2) to examine the relationship between the coherency of participants' conceptual understandings and their level of metacognitive strategy use and the type of conceptual understandings they construct after instruction, and (3) to explore the role of metaconceptual awareness in the change and the durability of conceptual understandings. A total of 52 preservice early childhood teachers participated in the study. Participants were enrolled in a science method course, which was part of the early childhood education program. All 52 participants were interviewed before and after instruction. Sixteen out of 52 participants were randomly selected based on their level of metacognition for delayed-post interviews. Two data gathering techniques were used in the study: a self-report instrument and semi-structured interviews. To measure participants' use of cognitive and metacognitive strategies and their motivational beliefs, the Motivated Strategies for Learning Questionnaire was used. To reveal the participants' understanding of moon phases, semi-structured interviews were conducted before, one to two weeks after, and 13 to 15 weeks after instruction. In delayed-post interviews, participants' level of metacognitive awareness was also assessed using an interview protocol that was designed for the study. Results indicated that participants who frequently used elaboration and organization strategies were more likely to engage in conceptual change and construct a scientific understanding of the cause of the lunar phases. The use of metacognitive strategies facilitated participants' use of deep-level cognitive strategies, which in turn promoted conceptual change. Motivational beliefs had direct influences on participants' use of cognitive and metacognitive strategies. Participants with high motivational beliefs were more likely to use cognitive and metacognitive strategies. Thus, they were more likely to engage in conceptual change. Results demonstrated that participants with high a metacognitive state were more likely to construct coherent mental models. In other words, these participants' conceptual understandings of the cause of lunar phases included a single, coherent, causal explanation before instruction. They were also more likely to construct coherent mental models after instruction. Results also indicated that the participants who maintained their scientific conceptual understandings or progressed toward scientific conceptual understandings throughout the study obtained significantly higher metaconceptual awareness scores than those participants who regressed in their conceptual understandings or maintained alternative conceptual understandings. The direct effects of metaconceptual awareness on conceptual change and the durability of conceptual change were both statistically significant. Participants with high metaconceptual awareness score were more likely to change their alternative conceptual understandings after instruction and they also were more likely to retain their scientific conceptual understandings several months after instruction. The results provided evidence that metaconceptual awareness plays a significant role in the change and the durability of conceptual understandings.

Personal Epistemology in the Classroom

For example, Mason's body of work (e.g., 2002, 2003) reflects the interconnected nature of epistemic beliefs and intentional conceptual change learn— ing.

Personal Epistemology in the Classroom

Author: Lisa D. Bendixen

Publisher: Cambridge University Press

ISBN: 0521883555

Page: 599

View: 401

This book presents theoretical and empirical work pertaining to personal epistemology in the classroom and consider its broader educational implications.

Handbook of Educational Psychology

Conceptual change within and across ontological categories: Examples from learning ... Implications for intentional conceptual change teachingand learning.

Handbook of Educational Psychology

Author: Patricia A. Alexander

Publisher: Routledge

ISBN: 1135283516

Page: 1078

View: 430

Sponsored by Division 15 of APA, the second edition of this groundbreaking book has been expanded to 41 chapters that provide unparalleled coverage of this far-ranging field. Internationally recognized scholars contribute up-to-date reviews and critical syntheses of the following areas: foundations and the future of educational psychology, learners’ development, individual differences, cognition, motivation, content area teaching, socio-cultural perspectives on teaching and learning, teachers and teaching, instructional design, teacher assessment, and modern perspectives on research methodologies, data, and data analysis. New chapters cover topics such as adult development, self-regulation, changes in knowledge and beliefs, and writing. Expanded treatment has been given to cognition, motivation, and new methodologies for gathering and analyzing data. The Handbook of Educational Psychology, Second Edition provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses devoted to the study of educational psychology.

Handbook of Self Regulation of Learning and Performance

The nature of the concept, the type of conceptual change required, and the interaction ... We turn now to the notion of intentional conceptual change, ...

Handbook of Self Regulation of Learning and Performance

Author: Barry J Zimmerman, PhD

Publisher: Taylor & Francis

ISBN: 1136881662

Page: 504

View: 258

Self-regulated learning (or self-regulation) refers to the process whereby learners personally activate and sustain cognitions, affects, and behaviours that are systematically oriented toward the attainment of learning goals. This is the first volume to integrate into a single volume all aspects of the field of self-regulation of learning and performance: basic domains, applications to content areas, instructional issues, methodological issues, and individual differences. It draws on research from such diverse areas as cognitive, educational, clinical, social, and organizational psychology. Distinguishing features include: Chapter Structure – To ensure uniformity and coherence across chapters, each chapter author addresses the theoretical ideas underlying their topic, research evidence bearing on these ideas, future research directions, and implications for educational practice. International – Because research on self-regulation is increasingly global, a significant number of interntional contributors are included (see table of contents). Readable – In order to make the book accessible to students, chapters have been carefully edited for clarity, conciseness, and organizational consistency. Expertise – All chapters are written by leading researchers from around the world who are highly regarded experts on their particular topics and are active contributors to the field.

Proceedings of the European Cognitive Science Conference 2007

Motivational beliefs as resources for and constrains on conceptual change . ... In G.M. Sinatra & P.R. Pintrich ( Eds . ) Intentional conceptual change ( pp ...

Proceedings of the European Cognitive Science Conference 2007

Author: Stella Vosniadou

Publisher: Taylor & Francis

ISBN: 1317705564

Page: 976

View: 174

This volume contains the invited lectures, invited symposia, symposia, papers and posters presented at the 2nd European Cognitive Science Conference held in Greece in May 2007. The papers presented in this volume range from empirical psychological studies and computational models to philosophical arguments, meta-analyses and even to neuroscientific experimentation. The quality of the work shows that the Cognitive Science Society in Europe is an exciting and vibrant one. There are 210 contributions by cognitive scientists from 27 different countries, including USA, France, UK, Germany, Greece, Italy, Belgium, Japan, Spain, the Netherlands, and Australia. This book will be of interest to anyone concerned with current research in Cognitive Science.

Second International Handbook of Science Education

Conceptual change within and across ontological categories: Examples from ... In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change ...

Second International Handbook of Science Education

Author: Barry Fraser

Publisher: Springer Science & Business Media

ISBN: 1402090404

Page: 1564

View: 733

The International Handbook of Science Education is a two volume edition pertaining to the most significant issues in science education. It is a follow-up to the first Handbook, published in 1998, which is seen as the most authoritative resource ever produced in science education. The chapters in this edition are reviews of research in science education and retain the strong international flavor of the project. It covers the diverse theories and methods that have been a foundation for science education and continue to characterize this field. Each section contains a lead chapter that provides an overview and synthesis of the field and related chapters that provide a narrower focus on research and current thinking on the key issues in that field. Leading researchers from around the world have participated as authors and consultants to produce a resource that is comprehensive, detailed and up to date. The chapters provide the most recent and advanced thinking in science education making the Handbook again the most authoritative resource in science education.

Sociocultural Theories of Learning and Motivation

Future directions for theory and research on intentional conceptual change. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp.

Sociocultural Theories of Learning and Motivation

Author: Dennis M. McInerney

Publisher: IAP

ISBN: 1617354406

Page: 325

View: 584

It is now nearly thirty years since sociocultural theories of learning created great excitement and debate amongst those concerned with learning in diverse contexts. Since that time significant advances have been made in sociocultural theory and research. Various sociocultural approaches to the understanding of learning (for example, sociocultural psychology, sociocultural discourse, cultural historical activity theory) have been developed and consolidated and new challenges are currently being addressed. In the motivational arena sociocultural approaches deriving from Vygotsky have only begun to emerge relatively recently. In this Volume we examine and evaluate the achievements of past sociocultural theory and research, and consider the future directions of sociocultural theory and research in the domains of learning and motivation.

The RoutledgeFalmer Reader in Science Education

The notion of intentional conceptual change is in some ways analogous to that of mindfulness ( Salomon & Globerson , 1987 , p . 623 ) , a ' construct which ...

The RoutledgeFalmer Reader in Science Education

Author: John Gilbert

Publisher: Psychology Press

ISBN: 9780415327770

Page: 278

View: 822

This Reader brings together a wide range of material to present an international perspective on topical issues in science education today. In order to identify what themes should be addressed in the book, thirty-eight science educators from around the world responded to the question: 'What issues are currently important in science education in your country?' The outcome is this lively and authoritative Reader, which features topics as varied as: globalisation assessment pupil's views on science education environmental education teaching approaches teacher development multimedia and ICT constructivism. With a specially written introduction from the editor, providing a much-needed context to the current education climate, students of science education will find this Reader an important route map to further reading and understanding.

Bringing Reading Research to Life

The warming trend in conceptual change research: The legacy of Paul Pintrich ... In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp ...

Bringing Reading Research to Life

Author: Margaret G. McKeown

Publisher: Guilford Press

ISBN: 1606234757

Page: 320

View: 291

This book brings together some of the world’s foremost literacy scholars to discuss how research influences what teachers actually do in the classroom. Chapters describe the current state of knowledge about such key topics as decoding, vocabulary, comprehension, digital literacies, reading disabilities, and reading reform. At the same time, the authors offer a unique “inside view” of their own research careers: key personal and professional influences, how their research agendas took shape, and what they see as the most important questions currently facing the field. The book honors the contributions of Isabel Beck, who has achieved tremendous success in translating research into widely used instructional practices.

Science Education in the 21st Century

Investigation of students' understanding of basic physics concepts using an ... In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp.

Science Education in the 21st Century

Author: Ingrid V. Eriksson

Publisher: Nova Publishers

ISBN: 9781600219511

Page: 331

View: 753

This is hardly another field in education which is more important for a country's future than science education. Yet more and more students elect to concentrate on other fields to the exclusion of science for a variety of reasons: 1. The perception of degree of difficulty, 2. The actual degree of difficulty, 3. The lack of perceived prestige and earnings associated with the field. 4. The dearth of good and easy to use texts. 5. The lack of society in comprehending the significance of science and creating attractive incentives for those who enter the field. This book presents new issues and challenges for the field.

Handbook of Educational Psychology

Achievement goals and intentional conceptual change. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 347–374).

Handbook of Educational Psychology

Author: Lyn Corno

Publisher: Routledge

ISBN: 131742056X

Page: 496

View: 499

The third edition of the Handbook of Educational Psychology is sponsored by Division 15 of the American Psychological Association. In this volume, thirty chapters address new developments in theory and research methods while honoring the legacy of the field’s past. A diverse group of recognized scholars within and outside the U.S. provide integrative reviews and critical syntheses of developments in the substantive areas of psychological inquiry in education, functional processes for learning, learner readiness and development, building knowledge and subject matter expertise, and the learning and task environment. New chapters in this edition cover topics such as learning sciences research, latent variable models, data analytics, neuropsychology, relations between emotion, motivation, and volition (EMOVO), scientific literacy, sociocultural perspectives on learning, dialogic instruction, and networked learning. Expanded treatment has been given to relevant individual differences, underlying processes, and new research on subject matter acquisition. The Handbook of Educational Psychology, Third Edition, provides an indispensable reference volume for scholars in education and the learning sciences, broadly conceived, as well as for teacher educators, practicing teachers, policy makers and the academic libraries serving these audiences. It is also appropriate for graduate level courses in educational psychology, human learning and motivation, the learning sciences, and psychological research methods in education and psychology.

The SAGE Encyclopedia of Educational Technology

Traditionally, conceptual-change research focused on science education, ... For intentional conceptual change to occur there must be substantial conceptual ...

The SAGE Encyclopedia of Educational Technology

Author: J. Michael Spector

Publisher: SAGE Publications

ISBN: 1506311288

Page: 968

View: 878

The SAGE Encyclopedia of Educational Technology examines information on leveraging the power of technology to support teaching and learning. While using innovative technology to educate individuals is certainly not a new topic, how it is approached, adapted, and used toward the services of achieving real gains in student performance is extremely pertinent. This two-volume encyclopedia explores such issues, focusing on core topics and issues that will retain relevance in the face of perpetually evolving devices, services, and specific techniques. As technology evolves and becomes even more low-cost, easy-to-use, and more accessible, the education sector will evolve alongside it. For instance, issues surrounding reasoning behind how one study has shown students retain information better in traditional print formats are a topic explored within the pages of this new encyclopedia. Features: A collection of 300-350 entries are organized in A-to-Z fashion in 2 volumes available in a choice of print or electronic formats. Entries, authored by key figures in the field, conclude with cross references and further readings. A detailed index, the Reader’s Guide themes, and cross references combine for search-and-browse in the electronic version. This reference encyclopedia is a reliable and precise source on educational technology and a must-have reference for all academic libraries.

The Routledge International Handbook of Innovation Education

Conceptual change in physics and physics related epistemological beliefs: A ... Exploring the relationships between conceptual change and intentional ...

The Routledge International Handbook of Innovation Education

Author: Larisa V. Shavinina

Publisher: Routledge

ISBN: 1136698019

Page: 664

View: 892

The Routledge International Handbook of Innovation Education is the international reference work on innovation education and potentially opens an entirely new direction in education. The overall goal of the handbook is to address the question of how to develop innovators in general and how to develop the innovative potential of today’s young people with exceptional talents in science, technology, engineering, and maths (STEM) disciplines in particular. Today many governments around the world are interested in the development of STEM innovators. This handbook provides the first and most comprehensive account available of what should be done in order to develop innovators and how to do it successfully. It includes chapters by leading specialists from around the world responsible for much of the current research in the fields of innovation, gifted education, scientific talent, science education, and high ability studies. Based on the latest research findings and expert opinion, this book goes beyond mere anecdotes to consider what science can tell us about the development of innovators. By enlisting chapters from innovation experts, educators, psychologists, policy makers, and researchers in the field of management The Routledge International Handbook of Innovation Education will allow all of these scholars to speak to each other about how to develop innovators via innovation education, including such issues as: the nature of innovation education, its basis, main components and content, its criteria and specificity in various domains and contexts, societal demands placed upon it. This ground-breaking and potentially field defining work will thus serve as the first authoritative resource on all aspects of theory, research, and practice of innovation education.