An Information Processing Analysis of the Function of Conceptual Understanding in the Learning of Arithmetic Procedures

Ohlsson, Stellan; Reese, Ernest

doi:10.21236/ada202740

Cited by 6 publications

(2 citation statements)

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“…Many general theories of learning, including those with classic origins, deal with the notion of understanding. For instance, many recent theories of learning which stress on modeling internal representations (Gardner, 1985) and underscore the issue of understanding as a basic element of learning (Mayer, 1989;Ohlsson & Rees, 1988;Perkins & Simmons, 1988) attest to the fact that priority should be given to the issues of understanding in any model of learning (Grouws, 2006). Moreover, cognitive psychology indicates that even with a good instruction, many students, no matter how talented, understand less than teachers imagine they do.…”

Section: Literature Reviewmentioning

confidence: 99%

Developing Understanding Through EFL Students’ Translation of Answers on Essay Tests

Mahboudi¹

2019

ALR Journal

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Contrastive analysis course is a one-semester course now widely taught at the undergraduate level in Iran. EFL students have different types of goal orientations, but all teachers agree that student success depends on learning concepts rather than memorization of facts. Nevertheless, there is a problem with students' belief that success in CA relies on memorization. This popular fallacy causes students to take CA course with the wrong attitude. The sample composed of 30 translation students (6 males and 24 females) studying at the University College of Rub-bi Rashid, Tabriz, Iran. Two essay tests of contrastive analysis were administered. The first test included five limited essay questions along with the requested translations of answers. The second test included the same questions without a translation request and was administered two weeks later. The collected data was analyzed via analysis of paired sample t-test and SPSS 16.0 to compare students' scores in the two conditions. There was a significant difference in the scores of students on the first test (M=9.52, SD=3.095) and the second test (M=11.17, SD=3.029); t=-9.492, p = 0.000. Considering the significance level of the t-test, which is smaller than 0.05, we rejected the null hypothesis that there is no difference between the means. It was concluded that fear of translation request prevents students from mindlessly reciting course content, and thus, develops understanding and scores. The results of this study promise pedagogical implications for EFL practitioners, teachers as well as test developers..

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Section: Literature Reviewmentioning

confidence: 99%

Developing Understanding Through EFL Students’ Translation of Answers on Essay Tests

Mahboudi¹

2019

ALR Journal

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“…Pure quantitative treatment of the phenomena often lacks any deeper This corresponds to the black box approach to the representation of domain knowledge and reasoning as described above. Ohlsson and Rees (1988) have emphasized the relevance of conceptual understanding and of what they call «rational learning» for mathematics. With regard to physics this corresponds to the fact that students tend to acquire knowledge about quantitative physics by memorizing equations rather than by reconstructing them on the basis of their understanding of the underlying functional relationships.…”

Section: Didi: a Microworld Approach To Learning About Collision Phenmentioning

confidence: 99%

Apprendre à raisonner qualitativement et quantitativement dans un micro-monde simulant des chocs élastiques

et al. 1990

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From a psychological point of view efficient teaching by means of an intelligent tutoring system necessarily involves that the communication of knowledge is adapted to the requirements of the learner: to her cognitive abilities, her pre-instructional knowledge and her learning capabilities. 1b tackle these topics in a precise way, we have developed the artificial-intelligence-based microworld DiBi (disk billiard) and MULEDS, a multi-level diagnosis system. The microworld DiBi sets up a learning environment which simulates elastic impacts as a subtopic ofclassical mechanics. DiBi enables and supports reasoning on different levels of mental domain representation ordered along the dimension 'qualitative/quantitative; This way of representing the domain provides a basis for passive adaptation in an advanced way. Correspondingly, active adaptation is supported by MULEDS, wherein student modeling is realized by assessing the student's correct and/or incorrect domain-specific knowledge at these different levels. Within this psychological perspective, the use of instructional tools, such as the microworld DiBi and the computerized diagnosis system MULEDS, aims at gradually supporting and guiding the student in the construction of more and more powerful an sound domain representations. The progression through these levels of domain representation will enable tile student to solve the problems posed by the domain in a flexible way. Intelligent tutoring systems as knowledge -Communication systemsFrom a psychological point of view efficient teaching necessarily involves that the communication of knowledge is adapted to the cognitive requirements of the learner. ThisThe research reported herein wassupported by the German Research fuundation (Deutsche Forschungsgemeinschaft), Grant Sp 251/2·)[ to the second author. We would like to thank Heidi Sinn and Christoph Herderich for their constructive support in preparing this paper.

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Analysis-based Learning on Multiple Levels of Mental Domain Representation

Plötzner

Spada

1992

Computer-Based Learning Environments and Problem Solving

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An Information Processing Analysis of the Function of Conceptual Understanding in the Learning of Arithmetic Procedures

Cited by 6 publications

References 24 publications

Developing Understanding Through EFL Students’ Translation of Answers on Essay Tests

Developing Understanding Through EFL Students’ Translation of Answers on Essay Tests

Apprendre à raisonner qualitativement et quantitativement dans un micro-monde simulant des chocs élastiques

Analysis-based Learning on Multiple Levels of Mental Domain Representation

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