Cognition in scientific and everyday domains: Comparison and learning implications

Abstract

An analysis and comparison of everyday life and the domain cf science reveals significant differences in their goals and in the cognitive means used to attain these goals. Students' lack of awareness of these differences can lead to pervasive learning difficulties in their study of science. Thus many students (a) have erroneous conceptions of scientific goals, (b) import goals and ways of thinking which are effective in everyday life but inadequate in science, and (c) devise ways of thinking ill suited to science. Additional complications arise because science taught in schools often differs both from actual science and from everyday life. Students' learning difficulties are thus increased because scientific goals are distorted and scientific ways of thinking are inadequately taught. The preceding analysis suggests some empirical investigations and instructional improvements.

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“…They often attack problems by searching lists of formulas for given variables rather than constructing clear depictions for the situations at hand (Arons 1984;Chi, Feltovich & Glaser 1981;Hammer 1994;Larkin et al 1980;McDermott 1993;Novak 1987Novak , 1994Reif 1987;Reif & Larkin 1991;Strnad 1986;Van Heuvelen 1991;Viennot 1985). VASS data suggest that these behaviors may be guided by erroneous beliefs about the methods of physics.…”

“…Research suggests that: (a) students are often encumbered with views about the nature of science and learning science that are at odds with the views of scientists, and (b) these views may significantly affect what students learn in science courses (Aikenhead 1987;Baker & Piburn 1991;Cobern 1993;Edmondson & Novak 1993;Meichtry 1993;Reif & Larkin 1991;Schibeci & Riley 1986;Songer & Linn 1991). There is a need for valid and reliable instruments to help teachers evaluate instruction in these respects.…”

“…They seldom develop methods for checking their own methods of solving physics problems, and then have little appreciation for error analysis in experimental design (Arons 1984(Arons , 1993Gunstone 1991;Reif & Larkin 1991;Viennot 1985). Such behavior is supported by student views about the validity of scientific knowledge.…”

“…These beliefs are not significantly affected by traditional physics instruction and contribute to students' low achievement (Halloun & Hestenes 1985-a & b;Hestenes et al 1992;Reif 1987;Reif & Larkin 1991;Van Heuvelen 1991). VASS suggests that students have little appreciation of reflective thinking, which may contribute to their failure to resolve incompatibilities between their initial knowledge and scientific theory.…”

“…1). Here is a sampling of relevant work: Arons (1984), Reif (1987), and Reif and Larkin (1991) discuss the widespread belief among students that physics can be learned by memorizing factual knowledge and formulas piecemeal. Analyzing the discourse of college students about physical phenomena, Cobern (1993) found that 'most students assigned science a minor role in their lives', noting that 'what was most striking about the interview texts was the conspicuous absence of scientific talk, although these students had successfully completed several college science courses and were majors in a science-related field'.…”