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L. Erlbaum (2003)
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.
|Keywords||Concepts Change (Psychology Learning, Psychology of Intention|
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|Call number||BF443.I58 2003|
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M. G. Hennessey, Metacognitive Aspects of Students' Reflective Discourse: Implications for Intentional Conceptual Change Teaching and Learning.
Margarita Limón Luque, Universidad Autónoma de Madrid, Spain “Attention with Effort is All That Any Case of Volition Implies. The Essential Achievement of the Will, in Short, When It is Most “Voluntary”, is to ATTEND to a Difficult Object and Hold It.
Paul R. Pintrich & Gale M. Sinatra, Clarifying Our Definition and Models of Intentional Conceptual Change.
P. R. Pintrich & G. M. Sinatra, Future Directions for Theory and Research on Intentional Conceptual Change.
S. A. Southerland & G. M. Sinatra, Learning About Biological Evolution: A Special Case of Intentional Conceptual Change.
Sherry A. Southerland, University of Utah Gale M. Sinatra University of Nevada, Las Vegas It is a Scenario Familiar to Many High School Biology Teachers.
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Citations of this work BETA
Christa S. C. Asterhan & Baruch B. Schwarz (2009). Argumentation and Explanation in Conceptual Change: Indications From Protocol Analyses of Peer‐to‐Peer Dialog. Cognitive Science 33 (3):374-400.
Sue L. T. McGregor (2014). Transdisciplinarity and Conceptual Change. World Futures 70 (3-4):200-232.
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