Understanding and Teaching the Intuitive Mind

The intuitive mind is a powerful force in the classroom and often an undetected one. Intuitive conceptions - knowledge or knowledge-structures that individuals acquire and use largely without conscious reflection or explicit instruction - sometimes work to facilitate learning in the classroom and other contexts. But learning may also be impeded by intuitive conceptions, and they can be difficult to dislodge as needed. The literatures in psychology and education include a large and diverse body of theory and research on intuitive conceptions, but much of this work is limited in some respects. This volume contributes in four ways to overcome these limitations: it pulls together diverse theoretical and methodological approaches to the origin, structure, function and development of intuitive conceptions; it explores a diversity of academic disciplines - paying equal attention not only to mathematics and science, the fields in which intuitive concepts have been studied most extensively, but also to the social sciences, arts and humanities; it explicitly links theory and research to educational implications and classroom applications; and it focuses not only on students' intuitive conceptions, but also on teachers' intuitive beliefs about learning and teaching. Although the viewpoints of the contributors are diverse, they share the belief that educational practices have much to gain by systematic studies of the intuitive learner and teacher. This volume offers state-of-the-art, research-based information and support for psychologists, teacher trainers, educational administrators, teachers, prospective teachers and others who seek to develop educational practices that recognize (and respond to) the intuitive conceptions of students and teachers.

ISBN 0805831096   Pages 290 ISBN13 9780805831092 (What's this?)   Volumes 1 Publisher Lawrence Erlbaum Associates Inc   Weight (grammes) 597 Imprint Lawrence Erlbaum Associates Inc   Published in Mahwah Format Hardback   Series title Educational Psychology Series Publication date 12 Feb 2001   Height (mm) 229 Library of Congress 00030871   Width (mm) 152 DEWEY 370.15   Spine width (mm) 20 DEWEY edition DC21   Academic level Postgraduate, Professional / Scholarly

		Preface
Pt. I		Introduction		1
1		Intuitive Conceptions Among Learners and Teachers by Bruce Torff and Robert J. Sternberg		3
Pt. II		Intuitive Conceptions and Student Learning		27
2		Intuitive Mathematics: Theoretical and Educational Implications by Talia Ben-Zeev and Jon Star		29
3		The Intuitive Mind and Knowledge About History by James V. Wertsch and Joseph L. Polman		57
4		Children's Intuitive Understandings of Pictures by Norman H. Freeman and Michael J. Parsons		73
5		The Intuitive Mind and Early Childhood Education: Connections With Chaos Theory, Script Theory, and Theory of Mind by Doris Pronin Fromberg		93
Pt. III		Intuitive Conceptions and Teacher Learning		115
6		Conceptual Change in Teachers' Intuitive Conceptions of Learning, Motivation, and Instruction: The Role of Motivational and Epistemological Beliefs by Helen Patrick and Paul R. Pintrich		117
7		Teaching Educational Psychology to the Implicit Mind by Anita Woolfolk Hoy and P. Karen Murphy		145
8		Nine Prospective Teachers and Their Experiences in Teacher Education: The Role of Entering Conceptions of Teaching and Learning by Linda M. Anderson		187
9		Folk Psychology, Folk Pedagogy, and Their Relations to Subject-Matter Knowledge by Sidney Strauss		217
10		The Fourth Folk Pedagogy by David R. Olson and Steven Katz		243
		Author Index		265
		Subject Index		274

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