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.
Models of conceptual change learning have evolved to help explain these
challenges. ... Learner characteristics that can act at the intentional level of
awareness in conceptual change learning (Sinatra & Pintrich, 2003) include
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.
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.
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.
To put it another way, resisting changes in what you do as a teacher may be
rooted in resistance to changing who you are. Intentional conceptual change is
also diflicult because it depends as much on affective factors such as motivation,
Author: Douglas B. Larkin
Publisher: Teachers College Press
Deep Knowledge is a book about how peoples ideas change as they learn to teach. Using the experiences of six middle and high school student teachers as they learn to teach science in diverse classrooms, Larkin explores how their work changes the way they think about students, society, schools, and science itself. Through engaging case stories, Deep Knowledge challenges some commonly held assumptions about learning to teach and tackles problems inherent in many teacher education programs. This book digs deep into the details of teacher learning in a way seldom attempted in teacher education textbooks.
If one does not resolutely keep psychology out of semantics there is a danger of
winding up with mysterious intentional or mental acts by which the speaker
somehow manages to reach out and lasso the object of reference. There may or
Author: G.A. Pearce
Publisher: Springer Science & Business Media
During Hallowe'en of 1970, the Department of Philosophy of the Univer sity of Western Ontario held its annual fall colloquium at London, On tario. The general topic of the sessions that year was conceptual change. The thirteen papers composing this volume stem more or less directly from those meetings; six of them are printed here virtually as delivered, while the remaining seven were subsequently written by invitation. The programme of the colloquium was to have consisted of major papers delivered by Professors Wilfrid Sellars, Stephan Korner, Paul Ziff and Hilary Putnam, with shorter commentary thereupon by Professors Robert Binkley, Joseph Ullian, Jerry Fodor and Robert Barrett, respec tively. And that is the way it happened, with one important exception: at the eleventh hour, Sellars and Binkley exchanged roles. This gave Binkley the rather unusual and challenging task of providing a suitable Sellarsian answer to a question not of his own asking - for Binkley's paper was written under Sellars' original title. Sellars' own contribution to the vo lume is perhaps more nearly what he would have presented as main speaker than a direct response to Binkley. However, it has seemed best, on balance, to attempt no further stylistic accommodation of the one paper to the other; their mutual philosophical relevance will be evident in any case. The editors would here like to extend special thanks to both Sellars and Binkley for their extraordinary efforts under the circumstances.
In M. Limón and L., Mason (editors), Conceptual change reconsidered: issues in
theory and practice (pp. 301-336), Dordrecht, NL, Kluwer Academic Publishers.
Mason, L., 2003, Personal epistemologies and intentional conceptual change: In
Students ' Cognitive Conflict and Conceptual Change in a Physics by Inquiry
Class Yeounsoo Kim , Lei Bao , and Omer Acar ... the role of the learner ' s
intention in knowledge change and suggest models of intentional conceptual change .
Mental Representation, Misrepresentation, and Concept Change M. Perlman ...
With regard to semantic and intentional properties, Fodor (1987:97) explains the
push toward naturalism quite aptly: I suppose that sooner or later the physicists ...
Author: M. Perlman
Publisher: Springer Science & Business Media
How can one think about a thing, think something false about it, and still be thinking about that thing at all? If a concept is applied to something outside its meaning, how are we to say it does not mean that thing as well? The problem of misrepresentation is one of the central issues in contemporary philosophy of mind. Here, Mark Perlman criticizes the way all contemporary theories of mental representation seek to account for misrepresentation, concluding that it cannot be explained naturistically. Specifically, Perlman evaluates and criticizes the theories of mental content proposed by Fodor, Dretske, Millikan, Block, Harman and others, as well as examining verificationist approaches to meaning of Quine, Davidson and Stich. The book goes much further than criticism, however: Perlman formulates a naturalistic theory of representation that reluctantly accepts the unfortunate conclusion that there is no misrepresentation. He adds a pragmatic theory of content, which explains apparent misrepresentation as concept change. Mental representations can be good or bad in specific contexts and for specific purposes, but their correctness is not a matter of truth and falsity. The pragmatic approach to mental content has implications for epistemology, theories of truth, metaphysics, psychology, and AI (specifically connectionist networks). Readership: One of the most thorough examinations of mental representation and meaning holism available, this book should be read by everyone interested in the mind and how ideas can have meaning. It crosses boundaries from philosophy into psychology, linguistics, AI and cognitive science.
Analyzing the patterns of conceptual change can lead to an understanding of the
relationships between the task environment, concept formation, ... Teaching-
Learning Process Teaching will be viewed as an intentional and systematic
Author: American Educational Research AssociationPublish On: 2005
James G . Greeno , University of Pittsburgh On the Interpreting of Interview and
Observational Data Intentional Analysis . Ola Hallden , Stockholm University A
Cognitive - Sociocultural View of Conceptual Change : A Case of Understanding
... interventions in, 481–484 Integrated Physical Science (IPS) program (US), 437
–438 intentional agency, 95–97, 116, 159, 168, 170, 172, 173, ... See also conceptual change evidence-driven process, 485–486 knowledge acquisition (
Author: Susan Carey
Publisher: Oxford University Press
Only human beings have a rich conceptual repertoire with concepts like tort, entropy, Abelian group, mannerism, icon and deconstruction. How have humans constructed these concepts? And once they have been constructed by adults, how do children acquire them? While primarily focusing on the second question, in The Origin of Concepts , Susan Carey shows that the answers to both overlap substantially. Carey begins by characterizing the innate starting point for conceptual development, namely systems of core cognition. Representations of core cognition are the output of dedicated input analyzers, as with perceptual representations, but these core representations differ from perceptual representations in having more abstract contents and richer functional roles. Carey argues that the key to understanding cognitive development lies in recognizing conceptual discontinuities in which new representational systems emerge that have more expressive power than core cognition and are also incommensurate with core cognition and other earlier representational systems. Finally, Carey fleshes out Quinian bootstrapping, a learning mechanism that has been repeatedly sketched in the literature on the history and philosophy of science. She demonstrates that Quinian bootstrapping is a major mechanism in the construction of new representational resources over the course of childrens cognitive development. Carey shows how developmental cognitive science resolves aspects of long-standing philosophical debates about the existence, nature, content, and format of innate knowledge. She also shows that understanding the processes of conceptual development in children illuminates the historical process by which concepts are constructed, and transforms the way we think about philosophical problems about the nature of concepts and the relations between language and thought.
Teaching for conceptual change . In B . J ... In W . Schnotz , S . Vosniadou & M .
Carretero ( Eds . ) , New perspectives on conceptual change ( pp . 33 - 50 ) . ... In
G . M . Sinatra & P . R . Pintrich ( Eds . ) , Intentional conceptual change ( pp .
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.
Conceptual Change : A Powerful Framework for Improving Science Teaching
and Learning . International Journal of ... Status as the Hallmark of Conceptual
Change . In Improving Science ... Intentional Conceptual Change . Mahwah , NJ
Author: Kenneth George Tobin
"Teaching and Learning Science consists of 66 chapters written by more than 90 leading educators and scientists. The contributions are informed by cutting-edge theory and research and address numerous issues that are central to K-12 education." " The book is arranged according to themes that are central to science education: language and scientific literacy, home and school relationships, equity, new roles for teachers and students, connecting science to other areas of the curriculum, resources for teachers and learners, and science in the news. The authors address controversial topics such as evolution, and present alternative ways to think about teaching, learning, the outcomes of science education, and issues associated with high stakes testing. In addition, relationships between science and literacy are explored in terms of art and science, making sense of visuals in textbooks, reading, writing, children's literature, and uses of comics to represent science."--Publisher's website.