This book assembles researchers who are exploring the role of intentional level cognition in changing students' thinking. Traditional views of conceptual change have viewed student's knowledge reconstruction as primarily driven by basic cognitive processes or by the instructional contexts and materials designed to foster change in students' conceptions. Recently however, a small group of researchers have begun to explore the extent to which students' intentional level processes - goals, beliefs, interests, dispositions - contribute significantly to whether or not change will occur. The volume brings together an international panel of scholars drawing on a variety of disciplines, including educational psychology, science education, philosophy and social psychology, to explore and define the construct of intentional conceptual change.
Table of Contents:
Contents: Preface. G.M. Sinatra, P.R. Pintrich, The Role of Intentions in Conceptual Change Learning. Part I: Cognition, Metacognition, and Intentional Conceptual Change.M. Ferrari, N. Elik, Influences on Intentional Conceptual Change. N. deLeeuw, M.T.H. Chi, Self-Explanation: Enriching a Situation Model or Repairing a Domain Model? P. Thagard, R. Zhu, Acupuncture, Incommensurability, and Conceptual Change. M.G. Hennessey, Metacognitive Aspects of Students' Reflective Discourse: Implications for Intentional Conceptual Change Teaching and Learning. M.L. Luque, The Role of Domain-Specific Knowledge in Intentional Conceptual Change. Part II: Epistemological and Social/Motivational Factors in Intentional Conceptual Change.T. Andre, M. Windschitl, Interest, Epistemological Belief, and Intentional Conceptual Change. L. Mason, Personal Epistemologies and Intentional Conceptual Change. A.A. diSessa, A. Elby, D. Hammer, J's Epistemological Stance and Strategies. C. Hynd, Conceptual Change in Response to Persuasive Messages. S.A. Southerland, G.M. Sinatra, Learning About Biological Evolution: A Special Case of Intentional Conceptual Change. E. Linnenbrink, P.R. Pintrich, Achievement Goals and Intentional Conceptual Change. Part III: Prospects and Problems for Models of Intentional Conceptual Change.S. Vosniadou, Exploring the Relationships Between Conceptual Change and Intentional Learning. G. Hatano, K. Inagaki, When Is Conceptual Change Intended? A Cognitive-Sociocultural View. P.R. Pintrich, G.M. Sinatra, Future Directions for Theory and Research on Intentional Conceptual Change.
About the Author :
Gale M. Sinatra, Paul R. Pintrich
Review :
"...it is exciting reading--it really did make me think....it's essential reading--this research-programme will not go away, and the editors have done a grand job..."
—The British Journal of Educational Psychology
"This book is a highly recommended read for all scholars in the field, particularly researchers interested in cognition, learning, and knowledge structures."
—Childhood Education
"Overall, this is an excellent volume. There is certainly a growing interest in conceptual change and the related fields of motivation, persuasion, and epistemology. Further, this volume brings together an excellent team of editors and contributors known for the quality and significance of their work."
—Pat Alexander
University of Maryland
"I am extremely enthusiastic about this proposal. The lineup is just stellar. In summary, it is a book I would buy and recommend to all of my graduate students."
—Keith Stanovich
Ontario Institute for Studies in Education
"The proposed volume includes chapters by many of the most important figures in conceptual change research and would be an essential volume for anyone interested in this topic."
—Clark Chinn
Rutgers, The State University of New Jersey
