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010   $a9786612321757
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035   $a(CKB)111056486643374
035   $a(EBL)356320
035   $a(OCoLC)437220710
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100   $a20180706d2003      uy         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 00$aIntentional conceptual change /$fedited by Gale M. Sinatra, Paul R. Pintrich
210  1$aMahwah, N.J. :$cL. Erlbaum,$d2003.
215   $a1 online resource (489 p.)
300   $aDescription based upon print version of record.
311   $a1-138-97292-4 
311   $a0-8058-3825-2 
320   $aIncludes bibliographical references and indexes.
327   $aBook Cover; Title; Copyright; Contents; Preface; 1 The Role of Intentions in Conceptual Change Learning; I COGNITION, METACOGNITION, AND INTENTIONAL CONCEPTUAL CHANGE; 2 Influences on Intentional Conceptual Change; 3 Self-Explanation: Enriching a Situation Model or Repairing a Domain Model?; 4 Acupuncture, Incommensurability, and Conceptual Change; 5 Metacognitive Aspects of Students' Reflective Discourse: Implications for Intentional Conceptual Change Teaching and Learning; 6 The Role of Domain-Specific Knowledge in Intentional Conceptual Change
327   $aII EPISTEMOLOGICAL AND SOCIAL/MOTIVATIONAL FACTORS IN INTENTIONAL CONCEPTUAL CHANGE7 Interest, Epistemological Belief, and Intentional Conceptual Change; 8 Personal Epistemologies and Intentional Conceptual Change*; 9 J's Epistemological Stance and Strategies; 10 Conceptual Change in Response to Persuasive Messages; 11 Learning About Biological Evolution: A Special Case of Intentional Conceptual Change; 12 Achievement Goals and Intentional Conceptual Change; III PROSPECTS AND PROBLEMS FOR MODELS OF INTENTIONAL CONCEPTUAL CHANGE
327   $a13 Exploring the Relationships Between Conceptual Change and Intentional Learning14 When Is Conceptual Change Intended? A Cognitive-Sociocultural View; 15 Future Directions for Theory and Research on Intentional Conceptual Change; Author Index; Subject Index
330   $aThis 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 u
606   $aConcepts
606   $aChange (Psychology)
606   $aLearning, Psychology of
606   $aIntention
615  0$aConcepts.
615  0$aChange (Psychology)
615  0$aLearning, Psychology of.
615  0$aIntention.
676   $a153.4
701   $aPintrich$b Paul R$01602819
701   $aSinatra$b Gale M$01641586
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910814133903321
996   $aIntentional conceptual change$93985834
997   $aUNINA