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. (shrink)

Three general problems in self-regulation theory and research are discussed in terms of their application to the model of biofunctional cognition. The three problems are: the development of a tractable conceptual foundation and consistent nomenclature for discussing self-regulation, clarification of the structures or components of self-regulation, and clarification of the processes of self-regulation. These issues are discussed in terms of how they apply to the model of dynamic self-regulation as represented in the articles for this special issue. It is suggested (...) that the model of dynamic self-regulation, as well as all models of self-regulation, can be improved by serious theoretical and empirical attention to these issues. (shrink)