J’s Epistemological Stance and Strategies

Intentional Conceptual Change

Volumn , Issue , 2003, Pages 239-289

  di Sessa, Andrea A ^a   Elby, Andrew ^b   Hammer, David ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UNIVERSITY OF MARYLAND   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85142572603     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410606716-15     Document Type: Chapter

References (20)

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12. Hofer, B.K., and Pintrich, P.R. (1997). The development of epistemological theories:Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67(1), 88-140.
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14. Linn, M.C., and Songer, N.B. (1993). How do students make sense of science? Merrill Palmer Quarterly, 39(1), 47-73.
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17. Schoenfeld, A.H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D.Crouws (Ed.), Handbook for research on mathematics teaching and learning. New York: Macmillan.
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19. Schommer, M., Crouse, A., and Rhodes, N. (1992). Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so. Journal of Educational Psychology, 84, 435-443.
20. Smith, J.P., diSessa, A.A., and Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. Journal of the Learning Sciences, 3(2), 115-163.