This volume brings together a distinguished, international list of scholars to explore the role of the learner's intention in knowledge change.
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.
The density of real numbers is one of the most complex concepts in mathematics a nd is one of the fundamental bases of calculus.
Author: Rima Rafic Halabi
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.
The role of domain specific knowledge in intentional conceptual cl Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change.
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.
Unlike change initiating from the algorithmic end of the continuumofawareness (ornonintentional conceptual change) intentionalconceptual change ...
Author: Stella Vosniadou
The study of conceptual change traces its heritage to the notions of paradigm (networks of shared beliefs, concepts, practices) and paradigm shift made famous by Thomas Kuhn in his book, The Structure of Scientific Revolutions. Kuhn’s work was quickly linked to developmental psychology (how knowledge develops) and to science education (teaching big, new ideas). This book is the first comprehensive review of the conceptual change movement and of the impressive research it has spawned on how knowledge develops and can be taught in different content areas. Because of its interdisciplinary focus chapter authors were instructed to write in a manner comprehensible to researchers and students from different fields. The International Handbook of Research on Conceptual Change consists of twenty-seven chapters that clarify the nature of conceptual change research, describes its most important findings and demonstrates their importance for education. It is organized into six sections that include detailed discussions of key theoretical and methodological issues, the roots of conceptual change research in the philosophy and history of science, mechanisms of conceptual change, and learner characteristics. It also contains chapters that describe conceptual change research in the content areas such as physics, astronomy, biology, medicine and health, and history. A particular focus is given to students’ difficulties in learning more advanced and counter-intuitive concepts.
Achievement goals and intentional conceptual change. In G. M. Sinatra & P. R. Pintrich (Eds.). Intentional conceptual change (pp.
Author: Tamer G. Amin
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.
First, intentional conceptual change does not imply nor does it determine particular behaviours for teachers to replicate as is typically done in the ...
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.
Author: Barry J Zimmerman, PhDPublish On: 2011-05-15
It is important to note that not all conceptual change is intentional. Indeed, intentional conceptual change is likely to be the exception rather than the ...
Author: Barry J Zimmerman, PhD
Publisher: Taylor & Francis
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.
One of them is named 'spontaneous conceptual change' which is a result of ... Intentional. Conceptual. Change. Paralleling trends in the metacognition ...
Author: Anat Zohar
Publisher: Springer Science & Business Media
Why is metacognition gaining recognition, both in education generally and in science learning in particular? What does metacognition contribute to the theory and practice of science learning? Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology. Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognition is not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking. The book testifies to a growing recognition of the potential value of metacognition to science learning. It will motivate science educators in different educational contexts to incorporate this topic into their ongoing research and practice.
Author: Patricia A. AlexanderPublish On: 2012-11-12
Intentional conceptual change (pp. 103–132). Mahwah, NJ: Lawrence Erlbaum Associates. Hewson, S. (1981). A conceptual change approach to learning science.
Author: Patricia A. Alexander
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.
Motivational beliefs as resources for and constrains on conceptual change . ... In G.M. Sinatra & P.R. Pintrich ( Eds . ) Intentional conceptual change ( pp ...
Author: Stella Vosniadou
Publisher: Taylor & Francis
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.
Conceptual change within and across ontological categories: Examples from ... In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change ...
Author: Barry Fraser
Publisher: Springer Science & Business Media
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.
Future directions for theory and research on intentional conceptual change. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp.
Author: Dennis M. McInerney
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.
Abstract: This study seeks to explore and describe the role of cognitive, metacognitive, and motivational variables in conceptual change.
Author: Mesut Sackes
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.
The notion of intentional conceptual change is in some ways analogous to that of mindfulness ( Salomon & Globerson , 1987 , p . 623 ) , a ' construct which ...
Author: John Gilbert
Publisher: Psychology Press
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.
The warming trend in conceptual change research: The legacy of Paul Pintrich ... In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp ...
Author: Margaret G. McKeown
Publisher: Guilford Press
Category: Language Arts & Disciplines
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.
The role of domain—specific knowledge in intentional conceptual change. In G. M. Sinatra, 86 P. R. Pintrich, (Eds.), Intentional conceptual change (pp.
Author: J. Michael Spector
Learning, Problem Solving, and Mindtools is inspired by the substantial body of learning research by David H. Jonassen in the areas of mind tools and problem solving. The focus of the volume is on educational technology, especially with regard to how new technologies have facilitated and supported problem solving and critical thinking. Each chapter focuses on a particular aspect of learning with technology and elaborates the implications for the design and implementation of learning environments and activities aimed at improving the conceptualization of problems, reasoning and higher-order thinking, and solving challenging problems. This collection of scholarly essays provides a highly engaging treatment of using tools and technologies to improve problem solving; multiple perspectives on integrating educational technology to support learning in complex and challenging problem solving domains; guidance for the design of instruction to support problem solving; a systemic account of the relationships between mental models, instructional models, and assessment models; and a look into the future of educational technology research and practice.
For intentional conceptual change to occur there must be substantial conceptual engagement. When learners engage in self-regulation and analyzing, ...
Author: J. Michael Spector
Publisher: SAGE Publications
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.
Investigation of students' understanding of basic physics concepts using an ... In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp.
Author: Ingrid V. Eriksson
Publisher: Nova Publishers
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.
Achievement goals and intentional conceptual change. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 347–374).
Author: Lyn Corno
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.