A well-struck metaphor also makes us feel something and guides actions. Metaphors are conceptual archetypes that subsume other concepts. But this view is only to say that getting rid of misconceptions is an act of educating that integrated thinking, feeling, and acting. To rid ourselves and our students of misconceptions requires us not only to think differently (change our concepts) but to feel, and then, to act differently. Why do misconceptions persist? One reason is they feel comfortable, and we can act with them without the mistake costing us very much. TITLE: MISCONCEPTIONS, METAPHORS AND CONCEPTUAL CHANGE: ONCE MORE WITH FEELING WIRES CROSSING WITHOUT MAKING A CONNECTION LOGICWORKS SERIESThis paper will address this assumption form two vantage points: first, it will lay out some of the underlying theoretical and methodological issues which pertain to the possible interactions between student frameworks and classroom practice and second, it will illustrate some of these issues using a series of empirical studies which have been recently carried out at the University of British Columbia. Much of the recent literature which has been directed at identifying and documenting student's common-sense knowledge (which I will try to characterize in terms of frameworks) in different subject areas us justified in terms of an assumption that this knowledge has significant instructional import. TITLE: STUDENT FRAMEWORKS AND CLASSROOM INSTRUCTION In control groups there were found significantly more misconceptions, the number of which increased in proportion to the time elapsed since the instruction they negatively influenced the quantity and quality of the results. Its positive effects on school learning were proved by posttests, which were given up to six months after the instruction. These models were constructed tin such a way that they correspond to the "Law of Matter" and to psychological basic structures. Wohlfahrt) is presented as well as researches of the author and a co-author on the effect of model-instruction in biology and physics (12 to 14-year-old-students). The quality of the presentation of the subject matter in school is, among other factors, decisive in whether this will happen.Ī classic research in the field of "Misconceptions" dated form 1930 (E. One aim of education is to build up correct concepts, to rectify the inadequate and to secure an appropriate use of it. In this field misconceptions' have key-concept function. We all construct our own "theories" in many fields, especially the social- but not only here we have our own logic, which often prevails over better knowledge. For the child, this "psycho-logic" has a significant function in orientation (egocentrism according to Piaget), but it also remains important in later life. animistic, finalistic and artificialistic explanations by Piaget geocentric theory of the world in ancient times). the "psycho-logic" works with analogies which, although understandable and plausible for human beings, partly of not at all correspond to the subject (e.g. the "right logic" is based on concepts in which the "Law if Matter" is fully presented (see for example the concept "Invariance of Volume" by Piaget), The discussion of "Misconceptions" is based on the hypothesis of a double "logic" in human behavior: TITLE: THE INFLUENCE OF MODEL-INSTRUCTION ON "CONCEPTION AND MISCONCEPTION-LEARNING " IN BIOLOGY AND PHYSICS Finally, I will talk specifically about the implications of such a theory for curriculum writing and for the instruction of mathematics. In this presentation, I will suggest that a constructivist approach provides an appropriate theory through which to interpret these research findings, and I will discuss what I mean by constructivism. The SummerMath program is a six-week program for young women in high school which is devoted to improving mathematical understanding for students for whom mathematics is a hurdle. If such profound and convincing educational research is to become helpful and relevant to the classroom teacher, we must begin to develop some demonstration projects which are informed but these research findings and to seek to overcome the situation. As a result, students hold conceptions of mathematics and mathematics learning which discourage conceptual development an the strengthening of mathematical processes. WIRES CROSSING WITHOUT MAKING A CONNECTION LOGICWORKS SOFTWARECircuitLab is an in-browser schematic capture and circuit simulation software tool to help you rapidly design and analyze analog and digital electronics systems.The research in mathematics education has documented repeatedly that students perform poorly on non-routine problems, that students' error are reasoned and not capricious, that misconceptions on particular concepts are widely held, that students rely heavily on memorization and have weak strategies for approaching mathematical ideas.
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