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This volume brings together a distinguished, international list of
scholars to explore the role of the learner's intention in
knowledge change. Traditional views of knowledge reconstruction
placed the impetus for thought change outside the learner's
control. The teacher, instructional methods, materials, and
activities were identified as the seat of change. Recent
perspectives on learning, however, suggest that the learner can
play an active, indeed, intentional role in the process of
knowledge restructuring. This volume explores this new, innovative
view of conceptual change learning using original contributions
drawn from renowned scholars in a variety of disciplines. The
volume is intended for scholars or advanced students studying
knowledge acquisition and change, including educational psychology,
developmental psychology, science education, cognitive science,
learning science, instructional psychology, and instructional and
curriculum studies.
This volume brings together a distinguished, international list of
scholars to explore the role of the learner's intention in
knowledge change. Traditional views of knowledge reconstruction
placed the impetus for thought change outside the learner's
control. The teacher, instructional methods, materials, and
activities were identified as the seat of change. Recent
perspectives on learning, however, suggest that the learner can
play an active, indeed, "intentional" role in the process of
knowledge restructuring. This volume explores this new, innovative
view of conceptual change learning using original contributions
drawn from renowned scholars in a variety of disciplines.
The volume is intended for scholars or advanced students studying
knowledge acquisition and change, including educational psychology,
developmental psychology, science education, cognitive science,
learning science, instructional psychology, and instructional and
curriculum studies.
How do individuals decide whether to accept human causes of climate
change, vaccinate their children against childhood diseases, or
practice social distancing during a pandemic? Democracies depend on
educated citizens who can make informed decisions for the benefit
of their health and well-being, as well as their communities,
nations, and planet. Understanding key psychological explanations
for science denial and doubt can help provide a means for improving
scientific literacy and understanding—critically important at a
time when denial has become deadly. In Science Denial: Why It
Happens and What to Do About It, the authors identify the problem
and why it matters and offer tools for addressing it. This book
explains both the importance of science education and its
limitations, shows how science communicators may inadvertently
contribute to the problem, and explains how the internet and social
media foster misinformation and disinformation. The authors focus
on key psychological constructs such as reasoning biases, social
identity, epistemic cognition, and emotions and attitudes that
limit or facilitate public understanding of science, and describe
solutions for individuals, educators, science communicators, and
policy makers. If you have ever wondered why science denial exists,
want to know how to understand your own biases and those of others,
and would like to address the problem, this book will provide the
insights you are seeking.
A recent poll revealed that one in four Americans believe in both
creationism and evolution, while another 41% believe that
creationism is true and evolution is false. A minority (only 13%)
believe only in evolution. Given the widespread resistance to the
idea that humans and other animals have evolved and given the
attention to the ongoing debate of what should be taught in public
schools, issues related to the teaching and learning of evolution
are quite timely.
Evolution Challenges: Integrating Research and Practice in Teaching
and Learning about Evolution goes beyond the science versus
religion dispute to ask why evolution is so often rejected as a
legitimate scientific fact, focusing on a wide range of cognitive,
socio-cultural, and motivational factors that make concepts such as
evolution difficult to grasp. The volume brings together
researchers with diverse backgrounds in cognitive development and
education to examine children's and adults' thinking, learning, and
motivation, and how aspects of representational and symbolic
knowledge influence learning about evolution. The book is organized
around three main challenges inherent in teaching and learning
evolutionary concepts: folk theories and conceptual biases,
motivational and epistemological biases, and educational aspects in
both formal and informal settings. Commentaries across the three
main themes tie the book together thematically, and contributors
provide ideas for future research and methods for improving the
manner in which evolutionary concepts are conveyed in the classroom
and in informal learning experiences. Evolution Challenges is a
unique text that extends far beyond the traditional evolution
debate and is an invaluable resource to researchers in cognitive
development, science education and the philosophy of science,
science teachers, and exhibit and curriculum developers.
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