Accession Number:

ADA172151

Title:

Facilitation of Scientific Concept Learning by Interpretation Procedures and Diagnosis.

Descriptive Note:

Technical rept. Jan-Aug 86,

Corporate Author:

CALIFORNIA UNIV BERKELEY SCHOOL OF EDUCATION

Report Date:

1986-08-01

Pagination or Media Count:

28.0

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

Subject Categories:

  • Humanities and History

Distribution Statement:

APPROVED FOR PUBLIC RELEASE