The Role of Intentions in Conceptual Change Learning

Intentional Conceptual Change

Volumn , Issue , 2003, Pages 1-17

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

^a UNIVERSITY OF NEVADA   (United States)

^b UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85142597057     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410606716-5     Document Type: Chapter

References (43)

1. Anderson, J.R. (1990). The adaptive character of thought. Hillsdale, NJ: Lawrence Erlbaum Associates.
2. Bargh, J.A., and Chartrand, T.L. (1999). The unbearable automaticity of being. American Psychologist, 54(7), 462-479.
3. Bereiter, C. (1990). Aspects of an educational learning theory. Review of Educational Research, 60, 603-624.
4. Bereiter, C., and Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L.B. Resnick (Ed.), Knowing, leaning and instruction: Essays in honour of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum Associates.
5. Bishop, B.A., and Anderson, C.W. (1990). Student conceptions of natural selection and its role in evolution. Journal of Research in Science Teaching, 27, 415-427.
6. Boekaerts, M., Pintrich, P.R., and Zeidner, M. (2000). Handbook of self-regulation. San Diego, CA: Academic Press.
7. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
8. Chi, M.T.H. (1992). Conceptual change within and across ontological categories:Examples from learning and discovery in science. In R.N.Giere (Ed.), Minnesota Studies in the Philosophy of Science: Vol. XV. Cognitive models of science (pp. 129-186). Minneapolis, MN: University of Minnesota Press.
9. Chi, M.T.H., deLeeuw, N., Chiu, M.H., and LaVancher, C. (1994). Eliciting self explanations improves understanding. Cognitive Science, 18(3), 439-477.
10. Chinn, C.A., and Brewer, W.F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63(10), 1-49.
11. Demastes-Southerland, S., Good, R., and Peebles, P. (1995). Students’ conceptual ecologies and the process of conceptual change in evolution. Science Education, 79(6), 637-666.
12. diSessa, A. (1993). Towards an epistemology of physics, Cognition and Instruction, 10, 105-225.
13. Dole, J.A., and Sinatra, G.M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33, 109-128.
14. kardash, C.M., and Scholes, R.J. (1996). Effects of preexisting beliefs, epistemological beliefs and need for cognition on interpretation of controversial issues. Journal of Educational Psychology, 88(2), 260-271.
15. Kintsch, W. (1998). Comprehension: A Paradigm for Cognition. Cambridge: Cambridge University Press.
16. Kuhn, T. (1970). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago Press.
17. Lakatos, I. (1970). Falsification and the methodology of scientific research programs. In I. Lakatos and A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 91-196). Cambridge: Cambridge University Press.
18. Lawson, A.E., and Weser, J. (1990). The rejection of nonscientific beliefs about life:Effects of instruction and reasoning skills. Journal of Research in Science Teaching, 27(6), 589-606.
19. Linnenbrink, E.A., and Pintrich, P.R. (2002). The role of motivational beliefs in conceptual change. In M.Limón and L.Mason (Eds.), Reconsidering conceptual change: Issues in theory and practice (pp. 115-135). Dordrecht, The Netherlands: Kluwer Academic Publishers.
20. Newell, A. (1990). Unified theories of cognition. Cambridge, MA: Harvard University Press.
21. O’Brien, E.J. (1995). Automatic components of discourse comprehension. In R.F.Lorch and E.J.O’Brien (Eds.), Sources of coherence in reading (pp. 159-176). Hillsdale, NJ:Lawrence Erlbaum Associates.
22. 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). Amsterdam, The Netherlands: Pergamon.
23. Pintrich, P.R. (2000a). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology, 25, 92-104.
24. Pintrich, P.R. (2000b). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
25. Pintrich, P.R. (2000c). 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.
26. 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, 167-199.
27. 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, 67(4), 489-508.
28. Reynolds, R.E. (2000). Attentional resource emancipation: Toward understanding the interaction of word identification and comprehension processes in reading. Scientific Studies of Reading, 4(3), 169-195.
29. Saljo, R. (1999). Concepts, cognition, and discourse: From mental structures to discursive tools. In W.Schnotz, S.Vosniadou, and M.Carretero (Eds.), New perspectives on conceptual change (pp. 81-90). Amsterdam, The Netherlands: Pergamon.
30. Scharmann, L.C. (1990). Enhancing an understanding of the premises of evolutionary theory: The influence of a diversified instructional strategy. School Science and Mathematics, 90(2), 91-100.
31. Schnotz, W., Vosniadou, S., and Carretero, M. (1999). New perspectives on conceptual change. Amsterdam, The Netherlands: Pergamon.
32. Siegler, R.S. (1996). Emerging minds: The process of change in children’s thinking. New York: Oxford University Press.
33. 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? Alternative perspectives. Symposium presented at the American Educational Research Association Annual Meeting, New Orleans, LA.
34. Sinatra, G.M., Southerland, S., McConaughy, F., and Demastes, J. (2001, April). The role of intentions, beliefs, and knowledge in learning about evolution. In L.D.Bendixen (Chair), Epistemological beliefs and learning: What do we know and how do we know it? Symposium presented at the American Educational Research Association Annual Meeting, Seattle, WA.
35. Smith, J.P., diSessa, A., and Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3(2), 115-163.
36. Stanovich, K.E. (1999). Who is rational? Studies of individual differences in reasoning. Mahwah, NJ: Lawrence Erlbaum Associates.
37. Strike, K.A., and Posner, G.J. (1992). A revisionist theory of conceptual change. In R.A.Duschl and R.J.Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 147-176). Albany, NY: State University of New York Press.
38. Venville, G.J., and Treagust, D.F. (1998). Exploring conceptual change in genetics using a multidimensional interpretive framework. Journal of Research in Science Teaching, 35, 1031-1055.
39. Vosniadou, S. (1994). Capturing and modeling the process of conceptual change. Learning and Instruction, 4, 45-69.
40. Vosniadou, S. (1999). Conceptual change research: State of the art and future directions. In W.Schnotz, S.Vosniadou, and M.Carretero (Eds.), New perspectives on conceptual change (pp. 3-13). Amsterdam, The Netherlands: Pergamon.
41. Vosniadou, S., and Brewer, W.F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.
42. Vosniadou, S., and Brewer, W.F. (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123-183.
43. Wellman, H.M., and Gelman, S.A. (1998). Knowledge acquisition in foundational domains. In W.Damon (Series Ed.) and D.Kuhn and R.S.Siegler (Vol. Eds.), Handbook of child psychology: Vol. 2. Cognition, perception, and language (5th ed., pp. 523-573). New York: Wiley.