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- Vol 2 RE: Chapter 6, App D, App F
active knowledge constructionprior conceptionsmetacognitioncognitive conflictinquiry-oriented teachingstudent agencyemotional engagementcreative thinkingBook Evidence summaryAt a glance
Lonka presents learning as an active, emotionally charged process in which insight emerges when prior knowledge, curiosity, motivation, collaboration, and reflection are coordinated. Drawing on educational psychology, she explains memory, conceptions, metacognition, interest, emotion, creativity, and social interaction, then connects them to activating and inquiry-oriented teaching.
Key ideas
Learners do not simply receive information: they interpret it through existing beliefs, construct and revise explanations, test ideas, and regulate effort. Productive teaching therefore surfaces prior conceptions, poses meaningful problems, creates cognitive conflict without overwhelming students, and provides feedback and support for reflection. Stories, cases, phenomena, and collaborative tasks can stimulate curiosity, while technology is valuable when it expands inquiry, participation, and knowledge construction rather than digitizing passive transmission. The book also attends to wellbeing and the reciprocal influence of emotion and cognition.
Why it matters
Its practical message is that durable learning combines disciplined knowledge building with wonder, agency, and creativity, and that teachers should design environments in which students can become aware of and increasingly regulate their own learning.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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