商品簡介
In introducing the role of intentions in conceptual change learning, Sinatra (U. of Nevada-Las Vegas) and Pintrich (U. of Michigan) overview the contributions and shortcomings of the cognitive developmental psychology and science education approaches that emerged from the cognitive revolution of the 1970s and 1980s. Because traditional models of conceptual change do not fully account for learners' goal-directed processing, these 15 contributed chapters revisit the construct from metacognitive, epistemological, social/motivational, and trouble-shooting perspectives. The final paper by the editors maps future research directions including addressing the nature of domain differences, role of contextual factors, possibility of developmental differences, and design principles for instruction. Annotation c. Book News, Inc., Portland, OR (booknews.com)
