Adler, J. (2006). Astronomers fight for Pluto’s planetary status: some astronomers want to reclaim the status of planet for the distant ball of rock and ice. Newsweek
. Retrieved November 6, 2006, from http://www.msnbc.msn.com/id/15460884/site/newsweek/
Alexander, P. A., Murphy, P. K., Buehl, M. M., & Sperl, C. T. (1997). The influence of prior knowledge, beliefs, and interest in learning from persuasive text. Paper presented at the Annual Meeting of the National Reading Conference.
Alexander, P. A., Buehl, M. M., & Sperl, C. T. (2001). The persuasiveness of persuasive discourse. International Journal of Educational Research, 35
Amlund, J. T., Kardash, C. M., & Kulhavy, R. W. (1986). Repetitive reading and recall of expository text. Reading Research Quarterly, 21
Beck, I. L., & McKeown, M. G. (2001). Inviting students into the pursuit of meaning. Educational Psychologist Review, 13, 225–241.
Beck, I. L., & McKeown, M. G. (2006). Improving comprehension with Questioning the Author: a fresh and expanded view of a powerful approach. New York: Scholastic.
Beck, I. L., McKeown, M. G., Sandora, C., Kucan, L., & Worthy, J. (1996). Questioning the author: a year-long classroom implementation to engage students with text. The Elementary School Journal, 96
Bless, H. B. (2000). The interplay of affect and cognition: the mediating role of general knowledge structures. In J. P. Forgas (Ed.), Feeling and thinking: the role of affect in social cognition (pp. 201–222). Cambridge: Cambridge University Press.
Broughton, S. H. (2008). The Pluto debate: influence of emotions on belief, attitude, and knowledge change (Unpublished doctoral dissertation). University of Nevada, Las Vegas; Nevada.
Broughton, S. H., & Sinatra, G. M. (2010). Text in the science classroom: promoting engagement to facilitate conceptual change. In M. G. McKeown & L. Kucan (Eds.), Bringing reading researchers to life: essays in honor of Isabelle Beck (pp. 232–256). New York: The Guilford Press.
Brown, M. (2010). How I killed Pluto and why it had it coming. New York: Spiegel & Grau.
Chambliss, M. J., & Garner, R. (1996). Do adults change their minds after reading persuasive text? Written Communication, 13
Chi, M. T. H. (2008). Three types of conceptual change: belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 61–82). New York: Routledge.
Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: a theoretical framework and implications for science instruction. Review of Educational Research, 63, 1–49.
Crano, W. D., & Prislin, R. (2006). Attitudes and persuasion. Annual Review of Psychology, 57
D’Mellow, S. K., & Graesser, A. C. (2011). A synthesis of research on emotions during complex learning. New Orleans: Paper presented at the American Educational Research Association.
Diakodoy, I. N., Mousknounti, T., & Iaonnides, C. (2011). Comprehension and learning from refutation and expository texts. Reading Research Quarterly, 46
Dole, J. A., & Sinatra, G. M. (1998). Reconceptualizing change in the cognitive construction of knowledge. Educational Psychologist, 33, 109–128.
Ekman, P. (2003). Emotions revealed: recognizing faces and feelings to improve communication and emotional life (2nd ed.). New York: Henry Holt and Company, LLC.
Frenzel, A., Goetz, T., Ludtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission the classroom: exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101
Goetz, T., Frenzel, A. C., Pekrun, R., & Hall, N. C. (2006). The domain specificity of academic emotional experiences. The Journal of Experimental Education, 75
Goetz, T., Frenzel, A. C., Hall, N. C., & Pekrun, R. (2008). Antecedents of academic emotions: testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33
Gregoire, M. (2003). Is it a challenge or a threat? A dual-process model of teachers’ cognition and appraisal processes during conceptual change. Educational Psychology Review, 15
Guzzetti, B. J., Snyder, T. E., Glass, G. V., & Gamas, W. S. (1993). Promoting conceptual change in science: a comparative meta-analysis of instructional interventions from reading education and science education. Reading Research Quarterly, 28
Hatano, G., & Inagaki, K. (2003). When is conceptual change intended? A cognitive-sociocultural view. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 407–428). Mahwah: Lawrence Erlbaum Associates.
Hynd, C. (2001). Refutational texts and the change process. International Journal of Educational Research, 35
Hynd, C. (2003). Conceptual change in response to persuasive messages. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 1–18). Mahwah: Lawrence Erlbaum Associates.
International Astronomical Union Press Release (2006, August 24). Retrieved April 19, 2007, from http://www.iau2006.org/mirror/www.iau.org/iau0603/index.html
Kagan, J. (2007). What is emotion?: History, measures, and meanings. Binghamton, NY: Vail-Ballou Press.
Kardash, C. M., & Scholes, R. J. (1996). Effects of preexisting beliefs, epistemological beliefs, and need for cognition on interpretation on controversial issues. Journal of Educational Psychology, 88
Krug, D., Davis, T. B., & Glover, J. A. (1990). Massed versus distributed repeated reading: a case of forgetting helping recall? Journal of Educational Psychology, 82
Lazarus, R. S. (1984). On the primacy of cognition. American Psychologist, 39
Limon, M., & Carretero. (1998). Evidence evaluation and reasoning abilities in the domain of history: An empirical study. In J. F. Voss & M. Carretero (Eds.), Learning and reasoning in history (pp. 252–271). London: The Woburn Press.
Linnenbrink, E. A. (2006). Emotion research in education: theoretical and methodological perspectives on the integration of affect, motivation, and cognition. Educational Psychology Review, 18
Linnenbrink, E. A., & Pintrich, P. R. (2002). The role of motivational beliefs in conceptual change. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: issues in theory and practice
(pp. 115–135). Netherlands: Kluwer Academic Publishers.CrossRef
Linnenbrink, E. A., & Pintrich, P. R. (2004). Role of affect in cognitive processing in academic contexts. In D. Y. Dai (Ed.), Motivation, emotion, and cognition: Integrative perspectives on intellectual development and functioning
(pp. 57–87). Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved March 21, 2007, from http:/site.ebrary.com/lib/unlv/Doc?id=10084632&ppg=72
Linnenbrink-Garcia, E. A., & Pekrun, R. (2011). Students’ emotions and academic engagement: introduction to the special issue. Contemporary Educational Psychology, 36
Mason, L. (2001). Responses to anomalous data on controversial topics and theory change. Learning and Instruction, 11
Mason, L., & Gava, M. (2007). Effects of epistemological beliefs and learning text structure on conceptual change. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Reframing the problem of conceptual change in learning and instruction (pp. 165–196). Oxford: Elsevier Science.
Mason, L., Gava, M., & Boldrin, A. (2008). On warm conceptual change: the interplay of text, epistemological beliefs, and topic interest. Journal of Educational Psychology, 2
McKeown, M. B., Beck, I. L., & Worthy, M. J. (1993). Grappling with text ideas: questioning the author. The Reading Teacher, 46, 560–566.
Morrow, L. M., & Gambrell, L. B. (2000). Literature-based reading instruction. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, vol. 3 (pp. 563–586). Mahwah: Lawrence Erlbaum Associates.
Murphy, P. K. (2001). Teaching as persuasion: a new metaphor for a new decade. Theory into Practice, 40, 224–227.
Murphy, P. K., & Alexander, P. A. (2008). The role of knowledge, beliefs, and interest in the conceptual change process: a synthesis and meta-analysis of the research. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 583–617). New York: Routledge.
Murphy, P. K., & Mason, L. (2006). Changing knowledge and beliefs. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 305–323). Mahwah: Lawrence Erlbaum Associates.
National Geographic News (2006, August 24). Retrieved June 12, 2007, from http://news.nationalgeographic.com/news/2006/08/060824-pluto-planet.html
National Research Council (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 315–341.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002a). Academic emotions in students’ self-regulated learning and achievement: a program of qualitative and quantitative research. Educational Psychologist, 37
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002b). Positive emotions in education. In E. Frydenberg (Ed.), Beyond coping: meeting goals, visions, and challenges (pp. 149–173). Oxford, UK: Elsevier.
Pekrun, R., Goetz, T., & Perry, R. P. (2005). Achievement Emotions Questionnaire (AEQ). User’s Manual. (Available from R. Pekrun, Department of Psychology, University of Munich, Leopoldstrasse 13, D-80802 Muenchen).
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: an integrative approach to emotions in education. In P. A. Schutz & R. Pekrun (Eds.), Emotion in education
(pp. 13–36). Burlington: Elsevier.CrossRef
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: testing a model of their joint relations with academic performance. Journal of Educational Psychology, 115–135.
Petty, R. E., & Cacioppo, J. T. (1986). The elaboration likelihood model of persuasion. In L. Berkowitz (Ed.), Advances in experimental social psychology (pp. 123–205). New York: Academic.
Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167–199.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education, 66
Raphael, T. E. (1998). Balanced instruction and the role of classroom discourse. In J. Osborn & F. Lehr (Eds.), Literacy for all: issues in teaching and learning (pp. 134–169). New York: The Guilford Press.
Rosenberg, E. L. (1998). Levels of analysis and the organization of affect. Review of General Psychology, 2
Sinatra, G. M. (2005). The warming trend in conceptual change research: the legacy of Paul Pintrich. Educational Psychologist, 40
Sinatra, G. M., & Mason, L. (2008). Beyond knowledge: learner characteristics influencing conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 560–582). Netherlands: Springer.
Strike, K. A., & Posner, G. J. (1992). A revisionist theory of conceptual change. In R. A. Duschl & R. J. Hamilton (Eds.), Philosophy of science, cognitive psychology, and educational theory and practice (pp. 147–176). New York: State University of New York Press.
Tippett, C. D. (2010). Refutation text in science education: a review of two decades of research. International Journal of Science and Math Education, 8(6), 951–970.
Tyson, N. D. (2009). The Pluto files: the rise and fall of America’s favorite planet. New York: W.W. Norton & Company, Inc.
Vosniadou, S. (2001). What can persuasion research tell us about conceptual change that we did not already know? International Journal of Educational Research, 35
Vosniadou, S. (2002). On the nature of naïve physics. In M. Limon & L. Mason (Eds.), Reconsidering conceptual change: issues in theory and practice
(pp. 61–76). Netherlands: Kluwer Academic Publishers.CrossRef
Vosniadou, S. (2003). Exploring the relationships between conceptual change and intentional learning. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 377–406). Mahwah: Lawrence Erlbaum Associates.
Vosniadou, S. (2004). Extending the conceptual change approach to mathematics learning and teaching. Learning and Instruction, 14
Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: a study of conceptual change in childhood. Cognitive Psychology, 24
Vosniadou, S. & Skopeliti, I. (2005). Developmental shifts in children’s categorization of the earth. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.), Proceedings of the XXVII Annual Conference of the Cognitive Science Society (pp. 2325–2330).
Zajonc, R. B. (1980). Feeling and thinking: preferences need no inferences. American Psychologist, 35