Download Intentional Conceptual Change by Gale M. Sinatra, Paul R. Pintrich PDF

By Gale M. Sinatra, Paul R. Pintrich

This quantity brings jointly a distinct, overseas checklist of students to discover the function of the learner's goal in wisdom switch. conventional perspectives of data reconstruction positioned the impetus for suggestion switch outdoor the learner's keep watch over. the instructor, educational equipment, fabrics, and actions have been pointed out because the seat of switch. contemporary views on studying, in spite of the fact that, recommend that the learner can play an energetic, certainly, intentional position within the technique of wisdom restructuring. This quantity explores this new, cutting edge view of conceptual switch studying utilizing unique contributions drawn from well known students in numerous disciplines. the quantity is meant for students or complex scholars learning wisdom acquisition and alter, together with academic psychology, developmental psychology, technological know-how schooling, cognitive technology, studying technological know-how, educational psychology, and educational and curriculum reports.

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2. INFLUENCES ON INTENTIONAL CONCEPTUAL CHANGE 39 RESULTS OF RADICAL CONCEPTUAL CHANGE So, how do we define conceptual change? In our view there are two types of radical conceptual change (See Fig, 2,1,. Panels Ila and lib). In Taylor's (1995) terms, these are called fusion of horizons (Panel Ila) and incorporation (Panel lib). Fusion of horizons is achieved through communication or interaction between two or more incommensurate conceptual systems or ideas, and results in a change in our evaluation of both or in the creation of a new framework (Taylor, 1995).

Smith, J. , & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3(2), 115-163. Stanovich, K. E. (1999). Who is rational? Studies of individual differences in reasoning. Mahwah, NJ: Lawrence Erlbaum Associates. Strike, K. , & Posner, G. J. (1992). A revisionist theory of conceptual change. In R. A. Duschl & R. J. ), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 147-176).

Such change requires a reinterpretation of the components of the whole picture or idea (Jackson, Doster, & Meadows, 1997; Jackson, Doster, Meadows, & Wood, 1995; Taylor, 1985). Acquiring this new organization of these competing concepts requires metaconscious appraisal and articulation of both. Likewise, in psychotherapy it is very difficult to change one's life patterns unless one deeply understands them cognitively and emotionally. FIG. 3. Both the vase and the faces can be seen as figures, but not simultaneously.

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