The role of intentions in conceptual change learning

By Gale M. Sinatra, P. Pintrich. 2003

124 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9cb0de82e48e488917ebc2355c6950f49fe04e9b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

On the failure of cognitive ability to predict myside and one-sided thinking biases (2008, unknown): “…has long recognised a distinction between cognitive capacities (intelligence) and thinking dispositions (e.g., Baron, 1985; Dole & Sinatra, 1998; Ennis, 1987; Moshman, 1994; Nickerson, 2004; Norris, 1992; Parker & Fischhoff, 2005; Perkins, 1995; Sinatra & Pintrich, 2003; Sternberg, 1997, 2003).”
The Effect of an Experiential Learning Program on Middle School Students’ Motivation Toward Mathematics and Science (2011, background): “Specifically, motivation affects intellectual performance and the construction of knowledge (Sinatra & Pintrich, 2003) as well as the type of cognitive strategies employed when faced with a challenge (Elliot, McGregor, & Gable, 1999; Grant & Dweck, 2003).”
LEADERSHIP DEVELOPMENT FROM A COMPLEXITY PERSPECTIVE (2008, background): “In this way, it appears that most sustainable, behavioral change is intentional, as has been shown in cognitive and conceptual development (Sinatra & Pintrich, 2003).”
Motivational Influences on Transfer (2006, background): “…not claim that all conceptual change is intentional, but it does state that intentional conceptual change may have advantages over unintentional conceptual change (Sinatra & Pintrich, 2003b) and, at the very least, is an important part of the conceptual change story (Linnebrink & Pintrich, 2003).”
A Motivational View of Constructivist‐informed Teaching (2005, background): “More recently, Sinatra and Pintrich (2003) emphasized the “metacognitive, motivational and affective processes that can be brought under the learner’s conscious control and may determine the likelihood of change” (p. 2).”
Natural myside bias is independent of cognitive ability (2007, background): “Ever since Spearman (1904) first discovered positive manifold, intelligence indicators have correlated with a plethora of cognitive/personality traits and thinking abilities that are almost too large to enumerate (e.”
Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text (2011, background): “It is important to note that many theorists believe that this dichotomy does not describe a theoretical difference among conceptual change approaches but rather describes two forms of conceptual change that are theoretically compatible (Inagaki & Hatano, 2008; Sinatra & Pintrich, 2003b).”