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9781138986435

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The editors of this interesting book, Bruce Torff and Robert J. Sternberg, have made a great job in presenting a rich approach to the problem and how to improve educational practices by knowing theoretical descriptions and research results on how learners and teachers 'use' or 'consider' intuitive conceptions....The ten papers included in the publication are well presented, contain a good sample of results and references are clearly developed, so the book may be useful for a wide range of people interested in this topic. -Zentralblatt MATH The collection makes important contributions to learning and instruction by reporting new empirical studies that throw light on the kinds of beliefs and lay theories that children and students import into mathematics, history and art classrooms among others. Secondly, it extends the growing body of work on how teachers' lay beliefs about the mind and learning influence classroom practice....the book makes an important contribution to the growing body of work on the unintended effects of teaching and learning....I would recommend the book to psychologists interested in learning and instruction... -British Journal of Educational Psychology At the intersection of developmental, educational, and cognitive psychology....The first of its kind to collect disparate literatures on misconceptions/intuitive misconceptions....The need is high for this unique volume. -Scott Paris University of Michigan

"""The editors of this interesting book, Bruce Torff and Robert J. Sternberg, have made a great job in presenting a rich approach to the problem and how to improve educational practices by knowing theoretical descriptions and research results on how learners and teachers 'use' or 'consider' intuitive conceptions....The ten papers included in the publication are well presented, contain a good sample of results and references are clearly developed, so the book may be useful for a wide range of people interested in this topic."" —Zentralblatt MATH ""The collection makes important contributions to learning and instruction by reporting new empirical studies that throw light on the kinds of beliefs and lay theories that children and students import into mathematics, history and art classrooms among others. Secondly, it extends the growing body of work on how teachers' lay beliefs about the mind and learning influence classroom practice....the book makes an important contribution to the growing body of work on the unintended effects of teaching and learning....I would recommend the book to psychologists interested in learning and instruction..."" —British Journal of Educational Psychology ""At the intersection of developmental, educational, and cognitive psychology....The first of its kind to collect disparate literatures on misconceptions/intuitive misconceptions....The need is high for this unique volume."" —Scott Paris University of Michigan"

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Bruce Torff, Robert J. Sternberg

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