By Margarita LimA?n, L. Mason
This booklet is a vital account of the state-of-the-art of either theoretical and functional concerns within the present-day learn on conceptual swap. distinctive in its entire remedy of the questions that are supposed to be thought of to extra present realizing of data development and alter, this booklet comes in handy for psychologists, cognitive scientists, academic researchers, curriculum builders, lecturers and educators in any respect degrees and in all disciplines.
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Extra resources for Reconsidering Conceptual Change: Issues in Theory and Practice
T. H. CHI & R. ROSCOE model. If an incoming proposition is compatible, then learning consists of simply embedding this new information into the existing mental model. This process is called assimilation. Assimilation can occur regardless of whether the student’s mental model is correct or flawed. As long as the statement does not contradict what the student currently believes, it can be understood (or misunderstood) in the context of the existing knowledge structure. ” A student with a correct, double-loop model would understand this sentence as a description of the pulmonary loop of circulation.
One can even explain the correct principles to the students. However, in practice, this does not always lead to a more accurate, deeper understanding. As described earlier, one may directly refute or contradict a misconception with little or no effect. The problem is that unless students have an alternate category to reassign the concept to, such instruction will not be effective. 2. Lack of Alternative Categories It is this second obstacle that gives rise to much of the “robustness” of misconceptions.
For example, cobra and rattlesnake are siblings sharing the parent concept of poisonous snakes. Some lateral categories are “cousins” in the sense that they share only a grandparent or higher superordinate category in the hierarchy (but not a parent category). For example, snakes and chairs are lateral categories (one is a natural kind and the other is a man-made artifact) but are only related at a higher level, perhaps at the superordinate category of concrete things. There are also concepts that do not share a category even at the highest levels, such as substances and processes.