Beyond knowledge: learner characteristics influencing conceptual change

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“Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students’ Learning about Pluto’s Reclassification (2013, background): “Shifting attitudes and knowledge, particularly around controversial, emotionally laden topics is challenging (Sinatra & Mason, 2008).”
Plausibility Judgments in Conceptual Change and Epistemic Cognition (2016, background): “Research in motivation and conceptual change reveals that students’ goal orientations (i.e., mastery vs. performance) interact with “awareness, knowledge, and the intentional reconstruction of knowledge” (Sinatra & Mason, 2008, p. 565).”
Addressing Challenges to Public Understanding of Science: Epistemic Cognition, Motivated Reasoning, and Conceptual Change (2014, background): “More recently, conceptual change models have taken into account the range of factors other than knowledge that lead one to accept or reject scientific perspectives (Sinatra, 2005; Sinatra & Mason, 2013).”
Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text (2011, background): “Researchers at this time focused on describing conceptual knowledge development, identifying misconceptions, and designing instructional materials to support change (Dole & Sinatra, 1998; Sinatra & Mason, 2008).”