The intuitive mind is a powerful force in the classroom and often an undetected one. Intuitive conceptions--knowledge or knowledge-structures that individuals acquire and use largely without conscious reflection or explicit instruction--sometimes work to facilitate learning in the classroom and other contexts. But learning may also be impeded by intuitive conceptions, and they can be difficult to dislodge as needed. The literatures in psychology and education include a large and diverse body of theory and research on intuitive conceptions, but this work is limited in some respects. This volume contributes in four ways to overcome these limitations. Understanding and Teaching the Intuitive Mind: Student and Teacher Learning:
* pulls together diverse theoretical and methodological approaches to the origin, structure, function, and development of intuitive conceptions;
* explores a diversity of academic disciplines--paying equal attention not only to mathematics and science, the fields in which intuitive concepts have been studied most extensively, but also to the social sciences, arts, and humanities;
* explicitly links theory and research to educational implications and classroom applications; and
* focuses not only on students' intuitive conceptions but also on teachers' intuitive beliefs about learning and teaching.
Although the viewpoints of the contributors are diverse, they share the belief that educational practices have much to gain by systematic studies of the intuitive learner and teacher. This volume offers state-of-the-art, research-based information and support for psychologists, teacher educators, educational administrators, teachers, prospective teachers, and others who seek to develop educational practices that are cognizant of (and responsive to) the intuitive conceptions of students and teachers.
Contents: Preface. Part I: Introduction. B. Torff, R.J. Sternberg, Intuitive Conceptions Among Students and Teachers. Part II: Intuitive Conceptions and Student Learning. T. Ben-Zeev, J. Star, Intuitive Mathematics: Theoretical and Educational Implications. J.V. Wertsch, J.L. Polman, The Intuitive Mind and Knowledge About History. N.H. Freeman, M.J. Parsons, Children's Intuitive Understandings of Pictures. D.P. Fromberg, The Intuitive Mind and Early Childhood Education: Connections With Chaos Theory, Script Theory, and Theory of Mind. Part III: Intuitive Conceptions and Teacher Learning. H. Patrick, P.R. Pintrich, Conceptual Change in Teachers' Intuitive Conceptions of Learning, Motivation, and Instruction: The Role of Motivational and Epistemological Beliefs. A.W. Hoy, P.K. Murphy, Teaching Educational Psychology to the Implicit Mind. L.M. Anderson, Nine Prospective Teachers and Their Experiences in Teacher Education: The Role of Entering Conceptions of Teaching and Learning. S. Strauss, Folk Psychology, Folk Pedagogy, and Their Relations to Subject Matter Knowledge. D.R. Olson, S. Katz, The Fourth Folk Pedagogy.
This series has several goals:
This series will publish monographs and edited books that advance these goals through new and innovative contributions to educational psychology. Edited books must have a sense of coherence, contain unifying introductory and concluding chapters, and be internally consistent in scope and level of writing.
Potential authors and volume editors are encouraged to take risks and to explore with the series editors nontraditional points of vie wand methodologies. Interdisciplinary contributions involving theory and methodology from diverse fields, such as computer science, philosophy, linguistics, anthropology, and neuroscience, are especially welcome, but all contributions must be readable and interesting to psychologists and educators of varying backgrounds. Authors and editors from all around the world are encouraged to submit proposals.
Examples of topics that would be of interest include, but are not limited to, creative techniques for instruction, nontraditional forms of assessment, student learning, student motivation, organizational structure and climate, teacher education, new conceptions of abilities and achievement, analyses of cognitive structures and representations in various disciplines, expertise in teaching and administration, use of technology in the schools, at-risk children, adult education, and styles of learning and thinking.