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Full Product Details

Author:   Bruce Torff ,  Robert J. Sternberg
Publisher:   Taylor & Francis Inc
Imprint:   Routledge
Dimensions:   Width: 15.20cm , Height: 2.00cm , Length: 22.90cm
Weight:   0.700kg
ISBN:  

9780805831092

ISBN 10:   0805831096
Pages:   288
Publication Date:   01 January 2001
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

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.

Reviews

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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