The "Warming Trend" in Conceptual Change Research: The Legacy of Paul R. Pintrich

By Gale M. Sinatra. 2005

268 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8d5e656ad32f7642b60b4e5ce41f5ac81bb5f686

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Engaging in Science: A Feeling for the Discipline (2016, background): “…(Dole & Sinatra, 1998; Linnenbrink & Pintrich, 2004; Pekrun, Elliot, & Maier, 2009; Pugh, Linnenbrink-Garcia, Koskey, Stewart, & Manzey, 2010; Sinatra, 2005) have produced extensive evidence in various forms that affective and motivational factors correlate with and influence how students…”
Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change. (2013, background): “areas of research has been termed “hot” conceptual change (Sinatra, 2005) because it”
Exploring the Construct of Pedagogical Discontentment: A Tool to Understand Science Teachers’ Openness to Reform (2011, background): “Perhaps by allowing teachers to recognize how their own affective states can shape their learning, as is described in the work of Sinatra (2005) on intentional conceptual change, teachers can become aware of the need to reflect and problematize their practice in order to allow for learning (Park…”
Introduction: Bridging the Cognitive and Sociocultural Approaches in Research on Conceptual Change: Is it Feasible? (2007, background): “The models of conceptual change after the 1993 publication followed a “warming trend” (Sinatra, 2005).”
“Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students’ Learning about Pluto’s Reclassification (2013, background): “More recently, researchers of conceptual change have called for investigations of “hot” cognitive factors such as affect, interest, and motivation (Pintrich et al., 1993; Strike & Posner, 1992, Sinatra, 2005).”
A Framework for Re‐thinking Learning in Science from Recent Cognitive Science Perspectives (2010, background): “Researchers within a conceptual change orientation have also focused on affective and motivational factors that enhance conceptual change processes (Sinatra, 2005).”
Exploring the relationship between physics-related epistemological beliefs and physics understanding (2007, methodology): “They may instead, have a goal of avoiding the “threatening” new information (Sinatra, 2005).”
Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning (2010, methodology): “Our framework reflects the current perspective in the fields of educational and social psychology that human behavior and learning involve the integration of motivation, cognition, and affective variables (e.g., Linnenbrink, 2006; Sinatra, 2005).”
Using self determination theory principles to promote engineering students’ intrinsic motivation to learn (2016, background): “Intrinsically motivated students learn more and retain that knowledge for longer [1], so how can instructors improve students’ motivation to learn in their courses? Self Determination Theory (SDT) provides a theoretical framework of motivation that can be applied in a classroom context [2].”
Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text (2011, background): “Recent work in conceptual change has been exploring the “warming trend” (Sinatra, 2005, p. 107), or the role of emotions, motivations, and other hot constructs in promoting or inhibiting conceptual change.”
Confidence in prior knowledge, self-efficacy, interest and prior knowledge: Influences on conceptual change (2014, background): “reported in traditional learning (Pintrich et al., 1993; Sinatra, 2005; Sinatra & Mason, 2008).”
Cognitive conflict and situational interest as factors influencing conceptual change (2010, background): “, 2005; Sinatra & Pintrich, 2003; Vosniadou, 1999), and that cognitive conflict would be just one of the important factors to be considered in conceptual change rather than a necessary prerequisite for it (Duit & Treagust, 2003; Limón, 2001; Sinatra, 2005).”
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).”
Plausibility Judgments in Conceptual Change and Epistemic Cognition (2016, methodology): “…on information, etc.), or descriptions of rational processes (logical reasoning) with little emphasis on the “warmer” constructs of affect (Brem, Ranney, & Schindel, 2003; Thagard, 2006), motivation, and social context (Sinatra, 2005) or motivated reasoning (Kunda, 1990; Taber & Lodge, 2006).”
Multiple Achievement Goals and Multiple Pathways for Learning: The Agenda and Impact of Paul R. Pintrich (2005, background): “Pintrich’s theoretical work on the integration of motivation and cognition was revolutionary in shaping the current field of research in education, especially in the areas of self-regulated learning (see Schunk, 2005) and science learning (see Sinatra, 2005).”