Overview

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.

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9781138972926

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Reviews

"""...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."" —Childhood Education ""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."" —Pat Alexander 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."" —Keith Stanovich 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."" —Clark Chinn Rutgers, The State University of New Jersey"

...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. -Childhood Education 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. -Pat Alexander 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. -Keith Stanovich 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. -Clark Chinn Rutgers, The State University of New Jersey

Author Information

Gale M. Sinatra, Paul R. Pintrich

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