Future Directions for Theory and Research on Intentional Conceptual Change

Intentional Conceptual Change

Volumn , Issue , 2003, Pages 423-434

  Pintrich, Paul R ^a   Sinatra, Gale M ^b  

^a UNIVERSITY OF MICHIGAN   (United States)

^b UNIVERSITY OF NEVADA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84926377692     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410606716-22     Document Type: Chapter

References (12)

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2. Brown, A., Bransford, J., Ferrara, R., and Campione, J. (1983). Learning, remembering, and understanding. In P.H.Mussen (Series Ed.) and J.Flavell and E. Markman (Vol. Eds.), Handbook of child psychology: Vol. 3. Cognitive development (4th ed., pp. 77-166). New York: Wiley.
3. Dweck, C., and Leggett, E. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
4. Pintrich, P.R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459-470.
5. Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In M.Boekaerts, P.R.Pintrich, and M.Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic Press.
6. Pintrich, P.R., Marx, R., and Boyle, R. (1993). Beyond “cold” conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.
7. Pintrich, P.R., and Schunk, D.H. (2002). Motivation in education: Theory, research, and applications. Englewood Cliffs, NJ: Merrill Prentice Hall.
8. Pintrich, P.R., Wolters, C., and Baxter, G. (2000). Assessing metacognition and selfregulated learning. In G.Schraw and J.Impara (Eds.), Issues in the measurement of metacognition (pp. 43-97). Lincoln, NE: Buros Institute of Mental Measurements.
9. Pintrich, P.R., and Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A.Wigfield and J.Eccles (Eds.), The development of achievement motivation (pp. 249-284). San Diego, CA: Academic Press.
10. Posner, G., Strike, K., Hewson, P., and Gertzog, W. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.
11. Schneider, W., and Pressley, M. (1997). Memory development between two and twenty, Mahwah, NJ: Lawrence Erlbaum Associates.
12. Schnotz, W., Vosniadou, S., and Carretero, M. (1999). New perspectives on conceptual change. Amsterdam: Pergamon Elsevier Science.