Metacognitive Aspects of Students’ Reflective Discourse: Implications for Intentional Conceptual Change Teaching and Learning

Intentional Conceptual Change

Volumn , Issue , 2003, Pages 105-134

  Gertrude Hennessey, M ^a  

^a St Ann School   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85142580649     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410606716-10     Document Type: Chapter

References (65)

1. Baars, B. (1986). The cognitive revolution in psychology. New York: Guilford Press.
2. Baird, J.R., and Northfieid, J.R. (1992). Learning from the PEEL experience. Melbourne:Monash University.
3. Beeth, M.E. (1998). Teaching science in 5th grade: Instructional goals that support conceptual change. Journal of Research in Science Teaching, 35(10), 1091-1101.
4. Beeth, M.E., and Hewson, P.W. (1999a, March). Facilitating learning of science content and scientific epistemology: Key elements in teaching for conceptual change. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Boston, MA.
5. Beeth, M.E., and Hewson, P.W. (1999b). Learning goals in an exemplary science teacher’s practice: Cognitive and social factors in teaching for conceptual change. Science Education, 83, 738-760.
6. Bereiter, C. (1990). Aspects of an educational learning theory. Review of Educational Research, 60, 603-624.
7. Bereiter, C., and Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L.B. Resnick (Ed.), Knowing, learning, and remembering: Essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum Associates.
8. Boekaerts, M., Pintrich, P., and Zeidner, M. (Eds.). (2000). Handbook of self-regulation. New York: Academic Press.
9. Brown, A.L. (1978). Knowing when, where and how to remember: A problem of metacognition. In R.Glaser (Ed.), Advances in instructional psychology. (Vol. I, pp. 77-165). Hillsdale, NJ: Lawrence Erlbaum Associates.
10. Brown, A.L., and Campione, J.C. (1994), Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and educational practice (pp. 229-270). Cambridge, MA: MIT/ Bradford Press.
11. Carey, S. (1985a). Are children fundamentally different thinkers and learners from adults? In S.F.Chipman, J.W.Segal, and R.Glaser (Eds.), Thinking and learning skills (Vol. 2, pp. 485-517). Hillsdale, NJ: Lawrence Erlbaum Associates.
12. Carey, S. (1985b). Conceptual change in childhood. Cambridge, MA: MIT Press.
13. Carey, S. (1991). Knowledge acquisition: Enrichment or conceptual change? In S.Carey and R. Gelman (Eds.), The epigenesis of mind: Essays on biology and cognition (pp. 257-291). Hillsdale, NJ: Lawrence Erlbaum Associates.
14. Carey, S., Evans, R., Honda, M., Jay, E., and Unger, C. (1989). “An experiment is when you try it and see if it works:" A study of grade 7 students’ understanding of the construction of scientific knowledge. International Journal of Science Education, 11, 514-529.
15. Clement, J. (1993). Using bridging analogies and anchoring intuitions to deal with students’ preconceptions in physics. Journal of Research in Science Teaching, 30(10), 1241-1257.
16. Davidson, J.E., and Sternberg, R.J. (1998). Smart problem solving: How metacognition helps. In D.J.Hacker, J.Dunlosky, and A.C.Graesser (Eds.), Metacognition in educational theory and practice (pp. 47-68). Mahwah, NJ: Lawrence Erlbaum Associates.
17. Dole, J.A., and Sinatra, G.M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33(2/3), 109-128.
18. Dominowski, R.L. (1998). Verbalization and problem solving. In D.J.Hacker, J.Dunlosky, and A.C.Graesser (Eds.), Metacognition in educational theory and practice (pp, 25-45). Mahwah, NJ: Lawrence Erlbaum Associates.
19. Duit, R. (1999). Conceptual change approaches in science education. In W.Schnotz, S. Vosniadou, and M.Carrettero (Eds.), New perspectives on conceptual change (pp. 263-282). New York: Pergamon.
20. Dykstra, D. (1992). Studying conceptual change: constructing new understandings. In R. Duit, F.Goldburg, and H.Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 40-57). Kiel, Germany: Institute for Science Education at the University of Kiel.
21. Flavell, J.H. (1976). Metacognitive aspects of problem solving. In L.B.Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Lawrence Erlbaum Associates.
22. Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new era of cognitive development inquiry, American Psychologist, 34, 906-911.
23. Flavell, J.H. (1981). Cognitive monitoring. In W.P.Dickson (Ed.), Children’s oral communication skills (pp. 35-60). New York: Academic.
24. Gardner, R., and Alexander, P.A. (1989). Metacognition: Answered and unanswered questions. Educational Psychologist, 24(2), 143-158.
25. Guzzetti, B., and Hynd C. (Eds.). (1998). Perspectives on conceptual change: Multiple ways to understand knowing and learning a complex world. Mahwah, NJ: Lawrence Erlbaum Associates.
26. Hacker, D.J. (1998). Self-regulated comprehension during normal reading. In D.J.Hacker, J. Dunlosky, and A.C.Graesser (Eds.), Metacognition in educational theory and practice (pp. 165-191). Mahwah, NJ: Lawrence Erlbaum Associates.
27. Hacker, D.J., Dunlosky, J., and Graesser, A.C. (Eds.). (1998). Metacognition in educational theory and practice. Mahwah, New Jersey: Lawrence Erlbaum Associates.
28. Hennessey, M.G. (1991a, April). Analysis and use of the technical language of the conceptual change model for revealing status: 6th graders’ conceptions of force and motion. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Fontana, WI.
29. Hennessey, M.G. (1991b, August) Analysis of conceptual change and status change in sixth graders’ conceptions of force and motion. Unpublished doctoral dissertation, University of Wisconsin-Madison.
30. Hennessey, M.G. (1999, April). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Boston, MA.
31. Hennessey, M.G., and Beeth, M.E. (1993, April). Students’ reflective thoughts about science content: A relationship to conceptual change learning. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA.
32. Hewson, P.W. (1981). A conceptual change approach to learning science. European Journal of Science Education, 3(4), 383-396.
33. Hewson, P.W. (1982). The case study of conceptual change in special relativity: The influence of prior knowledge in learning. European Journal of Science Education, 4(1), 61-78.
34. Hewson, P.W. (1992, June). Conceptual change in science teaching and teacher education. Paper presented at a meeting on “Research and Curriculum Development in Science Teaching” under the auspices of the National Center for Educational Research, Documentation, and Assessment, Ministry for Education and Science. Madrid, Spain.
35. Hewson, P.W., and Hennessey, M.G. (1992). Making status explicit: A case study of conceptual change. In R.Duit, F.Goldburg, and H.Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp, 176-187). Kiel, Germany:Institute for Science Education at the University of Kiel.
36. Hewson, P.W., and Hewson, M.G. (1992). The status of students’ conceptions. In R.Duit, F. Goldburg, and H. Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 59-73). Kiel, Germany: Institute for Science Education at the University of Kiel.
37. Hewson, P.W., and Thorley, N.R. (1989). The conditions of conceptual change in the classroom. International Journal of Science Education, 12(5), 541-553.
38. Kuhn, D., Amsel, E., and O’Loughlin, M. (1988), The development of scientific thinking skills. San Diego, CA: Academic Press.
39. Kuhn, T. (1962). The structure of scientific revolutions. London: University of Chicago Press.
40. Metz, K. (1995). Reassessment of developmental constraints on children’ science instruction. Review of Educational Research, 65(2), 93-127.
41. Minstrell, J. (1992). Facets of students’ knowledge and relevant instruction. In R.Duit, F. Goldburg, and H.Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 110-128). Kiel, Germany: Institute for Science Education at the University of Kiel.
42. Montgomery, D. (1992). Young children’s theory of knowing: The development of a folk epistemology. Developmental Review, 12, 410-430.
43. Palermo, D. (1971). Is a scientific revolution taking place in psychology? Scientific Studies, 1, 135-155.
44. Pintrich, P.R. (1999). Motivational beliefs as resources for and constraints on conceptual change. In W.Schnotz, S.Vosniadou, and M.Carretero (Eds.), New perspectives on conceptual change (pp. 33-50). New York: Pergamon.
45. Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In M.Boekaerts, P.Pintrich, and M.Zeidner (Eds.), Handbook of self-regulation (pp. 451-502). New York: Academic Press.
46. Pintrich, P.R., Marx, R.W., and Boyle, R.A. (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(2), 167-199.
47. Posner, G.J., Strike, K.A., Hewson, P.W., and Gertzog, W.A. (1982). Accommodation of a scientific conception: Towards a theory of conceptual change. Science Education, 66(2), 211-227.
48. Reynolds, R.E., Sinatra, G.M., and Jetton, T.L. (1996). Views of knowledge acquisition and representation: A continuum from experience-centered to mind-centered. Educational Psychologist, 31(2), 93-104.
49. Schnotz, W., Vosniadou, S., and Carretero, M. (Eds.). (1999). New perspectives on conceptual change. New York: Pergamon.
50. Scott, P.H., Asoko, H.M., and Driver, R.H. (1992). Teaching for conceptual change: A review of strategies. In R.Duit, F.Goldburg, and H.Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 310-329). Kiel, Germany: Institute for Science Education at the University of Kiel.
51. Shapiro, S.L., and Schwartz, G.E. (2000). The role of intention in self-regulation. In M. Boekaerts, P.Pintrich, and M.Zeidner (Eds.), Handbook of self-regulation (pp. 253-273). New York: Academic Press.
52. Sinatra, G.M. (2000, April). From passive to active to intentional: Changing conceptions of the learner. In G.M.Sinatra (Chair), What does it mean to be an intentional learner? Alternalive perspectives. Symposium presented at the American Educational Research Association Annual Meeting, New Orleans, LA.
53. Sitko, B.M. (1998). Knowing how to write: Metacognition and Writing Instruction. In D.J. Hacker, J.Dunlosky, and A.C.Graesser (Eds.), Metacognition in educational theory and practice (pp. 93-115). Mahwah, NJ: Lawrence Erlbaum Associates.
54. Smith, C.L., Maclin, D., Houghton, C., and Hennessey, M.G. (2000). Sixth-grade students epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction, 15(3), 349-422.
55. Sodian, B., and Wimmer, H. (1987). Children’s understanding of inference as a source of knowledge. Child Development, 58, 424-433.
56. Strike, K.A., and Posner, G.J. (1985). A conceptual change view of learning and understanding. In L.H.T.West and A.L.Pines (Eds.), Cognitive structure and conceptual change. Orlando, FL: Academic Press.
57. Strike, K.A., and Posner, G.J. (1992). A revisionist theory of conceptual change. In R.Duschl and R.Hamilton (Eds.), Philosophy of science, cognitive science, and educational theory and practice (pp. 147-176). Albany, NY: Academic Press.
58. Thorley, N.R. (1990, August). The role of conceptual change model in the interpretation of classroom interactions. Unpublished doctoral dissertation, University of Wisconsin-Madison.
59. Vosniadou, S. (1999). Conceptual change research: State of the art and future direction. In W. Schnotz, S.Vosniadou, and M.Carrettero (Eds.), New perspectives on conceptual change. New York: Pergamon.
60. Webster’s new twentieth century dictionary of the English language. (1978). Unabridged, (2nd ed.). New York: Collins-World.
61. Wellman, H.M. (1990). The child’s theory of mind. Cambridge, MA: MIT Press.
62. Wellman, H.M., and Gelman, S.A. (1992). Cognitive development. Foundational theories of core domains. Annual Review of Psychology, 45, 337-375.
63. White, R.T. (1988). Metacognition. In J.P.Keeves (Ed.), Educational research, methodology, and measurement (pp. 70-75). Oxford: Pergamon.
64. Winne, P.H., and Hadwin, A.F. (1998). Studying as self-regulated learning. In D.J.Hacker, J. Dunlosky, and A.C.Graesser (Eds.), Metacognition in educational theory and practice (pp. 277-304). Mahwah, NJ: Lawrence Erlbaum Associates.
65. Zimmerman, B.J., and Schunk, D.H. (Eds.). (1989). Self-regulated learning and academic achievement: Theory, research, and practice. New York: Springer-Verlag.