When knowledge contradicts intuition: Conceptual change

Cynthia R. Hynd, Barbara Guzzetti

Research output: Chapter in Book/Report/Conference proceedingChapter

11 Citations (Scopus)

Abstract

In this chapter, we discuss conceptual change and its implications for high school students. Much of what we present comes from the research we engaged in as part of the National Reading Research Center. These studies were conducted in high school physics classes and in the high school integrated curriculum project depicted in chapter 1 of this volume. We begin by presenting conceptual change problems in physics. Our purpose in presenting these problems is to help readers understand what we mean by conceptual change. We then discuss theories of conceptual change and highlight the research we did that illustrates these theories, addressing the roles of instruction, textbook, motivation, and gender in conceptual change in science classes. Finally, we discuss a study of conceptual change in social science conducted with the integrated curriculum students.

Original languageEnglish (US)
Title of host publicationLearning From Text Across Conceptual Domains
PublisherTaylor and Francis
Pages139-163
Number of pages25
ISBN (Electronic)9781135452902
ISBN (Print)080582183X, 9780805821833
DOIs
StatePublished - Jan 1 2013

Fingerprint

intuition
physics
school
curriculum
textbook
student
social science
instruction
gender
science

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Hynd, C. R., & Guzzetti, B. (2013). When knowledge contradicts intuition: Conceptual change. In Learning From Text Across Conceptual Domains (pp. 139-163). Taylor and Francis. https://doi.org/10.4324/9781315045047-14

When knowledge contradicts intuition : Conceptual change. / Hynd, Cynthia R.; Guzzetti, Barbara.

Learning From Text Across Conceptual Domains. Taylor and Francis, 2013. p. 139-163.

Research output: Chapter in Book/Report/Conference proceedingChapter

Hynd, CR & Guzzetti, B 2013, When knowledge contradicts intuition: Conceptual change. in Learning From Text Across Conceptual Domains. Taylor and Francis, pp. 139-163. https://doi.org/10.4324/9781315045047-14
Hynd CR, Guzzetti B. When knowledge contradicts intuition: Conceptual change. In Learning From Text Across Conceptual Domains. Taylor and Francis. 2013. p. 139-163 https://doi.org/10.4324/9781315045047-14
Hynd, Cynthia R. ; Guzzetti, Barbara. / When knowledge contradicts intuition : Conceptual change. Learning From Text Across Conceptual Domains. Taylor and Francis, 2013. pp. 139-163
@inbook{bde368ea3cb54d2a8898635b09be8033,
title = "When knowledge contradicts intuition: Conceptual change",
abstract = "In this chapter, we discuss conceptual change and its implications for high school students. Much of what we present comes from the research we engaged in as part of the National Reading Research Center. These studies were conducted in high school physics classes and in the high school integrated curriculum project depicted in chapter 1 of this volume. We begin by presenting conceptual change problems in physics. Our purpose in presenting these problems is to help readers understand what we mean by conceptual change. We then discuss theories of conceptual change and highlight the research we did that illustrates these theories, addressing the roles of instruction, textbook, motivation, and gender in conceptual change in science classes. Finally, we discuss a study of conceptual change in social science conducted with the integrated curriculum students.",
author = "Hynd, {Cynthia R.} and Barbara Guzzetti",
year = "2013",
month = "1",
day = "1",
doi = "10.4324/9781315045047-14",
language = "English (US)",
isbn = "080582183X",
pages = "139--163",
booktitle = "Learning From Text Across Conceptual Domains",
publisher = "Taylor and Francis",

}

TY - CHAP

T1 - When knowledge contradicts intuition

T2 - Conceptual change

AU - Hynd, Cynthia R.

AU - Guzzetti, Barbara

PY - 2013/1/1

Y1 - 2013/1/1

N2 - In this chapter, we discuss conceptual change and its implications for high school students. Much of what we present comes from the research we engaged in as part of the National Reading Research Center. These studies were conducted in high school physics classes and in the high school integrated curriculum project depicted in chapter 1 of this volume. We begin by presenting conceptual change problems in physics. Our purpose in presenting these problems is to help readers understand what we mean by conceptual change. We then discuss theories of conceptual change and highlight the research we did that illustrates these theories, addressing the roles of instruction, textbook, motivation, and gender in conceptual change in science classes. Finally, we discuss a study of conceptual change in social science conducted with the integrated curriculum students.

AB - In this chapter, we discuss conceptual change and its implications for high school students. Much of what we present comes from the research we engaged in as part of the National Reading Research Center. These studies were conducted in high school physics classes and in the high school integrated curriculum project depicted in chapter 1 of this volume. We begin by presenting conceptual change problems in physics. Our purpose in presenting these problems is to help readers understand what we mean by conceptual change. We then discuss theories of conceptual change and highlight the research we did that illustrates these theories, addressing the roles of instruction, textbook, motivation, and gender in conceptual change in science classes. Finally, we discuss a study of conceptual change in social science conducted with the integrated curriculum students.

UR - http://www.scopus.com/inward/record.url?scp=85070016840&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85070016840&partnerID=8YFLogxK

U2 - 10.4324/9781315045047-14

DO - 10.4324/9781315045047-14

M3 - Chapter

AN - SCOPUS:85070016840

SN - 080582183X

SN - 9780805821833

SP - 139

EP - 163

BT - Learning From Text Across Conceptual Domains

PB - Taylor and Francis

ER -