Facilitation of Scientific Concept Learning by Interpretation Procedures and Diagnosis.
Abstract
Students' difficulties in learning and applying scientific concepts are often caused by knowledge that is fragmented and incorrectly interpreted. To remedy such difficulties, we propose an explicit instructional method that teaches a coherent procedure for interpreting a scientific concept, and that induces students to use this procedure for explicitly diagnosing and correcting defects in their preexisting knowledge. To test this method, the concept acceleration was taught to individual students under conditions where they could be observed in detail and tape-recorded during the entire learning process. As a result of such instruction, students revised their highly deficient previous knowledge about acceleration and were able to interpret this concept almost flawlessly across a diverse set of problems. (Author)
Document Details
- Document Type
- Technical Report
- Publication Date
- Aug 01, 1986
- Accession Number
- ADA172151
Entities
People
- Frederick Reif
- Lisa Quinn
- Peter Labudde
Organizations
- University of California, Berkeley