This volume is intended for scholars and graduate students studying knowledge acq and change. They come from a broad array of disc including educ psych, dev psych, sci educ, cog sci, and learning and instruction.
This volume is intended for scholars and graduate students studying knowledge acq and change. They come from a broad array of disc including educ psych, dev psych, sci educ, cog sci, and learning and instruction.
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.
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.
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