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.
"…it is exciting reading--it really did make me think….it's essential reading--this research-programme will not go away, and the editors have done a grand job…"
—The British Journal of Educational Psychology
"This book is a highly recommended read for all scholars in the field, particularly researchers interested in cognition, learning, and knowledge structures."
"Overall, this is an excellent volume. There is certainly a growing interest in conceptual change and the related fields of motivation, persuasion, and epistemology. Further, this volume brings together an excellent team of editors and contributors known for the quality and significance of their work."
University of Maryland
"I am extremely enthusiastic about this proposal. The lineup is just stellar. In summary, it is a book I would buy and recommend to all of my graduate students."
Ontario Institute for Studies in Education
"The proposed volume includes chapters by many of the most important figures in conceptual change research and would be an essential volume for anyone interested in this topic."
Rutgers, The State University of New Jersey
Contents: Preface. G.M. Sinatra, P.R. Pintrich, The Role of Intentions in Conceptual Change Learning. Part I: Cognition, Metacognition, and Intentional Conceptual Change. M. Ferrari, N. Elik, Influences on Intentional Conceptual Change. N. deLeeuw, M.T.H. Chi, Self-Explanation: Enriching a Situation Model or Repairing a Domain Model? P. Thagard, R. Zhu, Acupuncture, Incommensurability, and Conceptual Change. M.G. Hennessey, Metacognitive Aspects of Students' Reflective Discourse: Implications for Intentional Conceptual Change Teaching and Learning. M.L. Luque, The Role of Domain-Specific Knowledge in Intentional Conceptual Change. Part II: Epistemological and Social/Motivational Factors in Intentional Conceptual Change. T. Andre, M. Windschitl, Interest, Epistemological Belief, and Intentional Conceptual Change. L. Mason, Personal Epistemologies and Intentional Conceptual Change. A.A. diSessa, A. Elby, D. Hammer, J's Epistemological Stance and Strategies. C. Hynd, Conceptual Change in Response to Persuasive Messages. S.A. Southerland, G.M. Sinatra, Learning About Biological Evolution: A Special Case of Intentional Conceptual Change. E. Linnenbrink, P.R. Pintrich, Achievement Goals and Intentional Conceptual Change. Part III: Prospects and Problems for Models of Intentional Conceptual Change. S. Vosniadou, Exploring the Relationships Between Conceptual Change and Intentional Learning. G. Hatano, K. Inagaki, When Is Conceptual Change Intended? A Cognitive-Sociocultural View. P.R. Pintrich, G.M. Sinatra, Future Directions for Theory and Research on Intentional Conceptual Change.