How to use preconceptions? The contact strategy dismantled

Biemans, H.J.A.; Simons, P.R.J.

doi:10.1007/bf03172919

Cited by 11 publications

(21 citation statements)

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“…Inspired by these theories Ali (1990) and Biemans (Biemans & Simons, 1995,1996 created an instructional strategy (the CONTACT strategy) consisting of "ve steps. Students should be (1) helped in searching their own relevant pre-conceptions (through an exposing event); (2) stimulated to compare their pre-conceptions with the new information; (3) asked to formulate the new idea; (4) asked to apply the new conception in a concrete problem and (5) asked to evaluate the adequacy of the new conception in relation to step 4.…”

Section: Dealing With Prior Knowledge Of Learnersmentioning

confidence: 99%

Transfer of learning: paradoxes for learners

Simons

1999

International Journal of Educational Research

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There are three kinds of transfer: from prior knowledge to learning, from learning to new learning, and from learning to application. The central thesis of this chapter is that all three should start from the dilemmas or paradoxes learners may have when trying to reach transfer. Six of these are described. They are "nding relevant prior knowledge; the paradox of tacit knowledge; using relevant prior knowledge while learning; recognizing relevant situations and conditions; the paradox of near transfer and far transfer; and the paradoxical`whata of transfer, including learning to learn. In order to optimize transfer one needs to help learners solve the problems they encounter and to "nd ways out of the various dilemmas and paradoxes. For the three kinds of transfer exemplary studies are described that illustrate the kinds of solutions developed and their e!ectiveness.

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Section: Dealing With Prior Knowledge Of Learnersmentioning

confidence: 99%

Transfer of learning: paradoxes for learners

Simons

1999

International Journal of Educational Research

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“…The CONTACT strategy is based on an instructional model consisting of five steps (see for more details Ali, 1990;Biemans, 1994;Biemans and Simons, 1995): 1) searching for own preconceptions; 2) comparing and contrasting these preconceptions with the new information; 3) formulating new conceptions, based on the previous step; 4) applying the new conceptions; 5) evaluating the new conceptions, based on the previous step. This sequence of instructional steps is always performed twice.…”

Section: Introductionmentioning

confidence: 99%

“…In our first study, the effects of the various CONTACT steps were examined by dismantling the strategy (see for more details Biemans, 1994;Biemans and Simons, 1993;1995). Results indicated that the complete CONTACT strategy was more effective in promoting conceptual change than the three dismantled versions (especially for "highly familiar" fifth-and sixth-graders): students who had been assigned to the complete CONTACT condition constructed conceptions that represented the relations between the central physical geography concepts from the texts more accurately.…”

Section: Introductionmentioning

confidence: 99%

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Contact-2: a computer-assisted instructional strategy for promoting conceptual change

Biemans

Simons

1996

Instr Sci

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Abstract. Previous research seems to support the assumption that students need instructional guidance to activate and correct their preconceptions. Such an instructional strategy is the CONTACT strategy, characterised by continuous, computer-assisted activation of the conceptions of individual learners. Our previous study showed that the CONTACT strategy was effective in promoting conceptual change in text processing (domain: physical geography) because students (fifth-and sixth-graders, primary education) constructed more correct conceptions. However, students mainly seemed to focus on the central concepts from the training texts, disregarding other information. Therefore, the strategy was adapted to solve this problem of selective attention and to increase its effectiveness. Subjects (74 fifth-and sixth-graders) were assigned to three instructional conditions (original CONTACT condition, revised CONTACT-2 condition and control condition NO ACTIVATION). A mixed between-within-subjects design was used with 2 between-subjects factors (instructional condition and students' familiarity with the central concepts from the 7 texts used). Dependent variables concerned quality of conceptions and learning performance. Students from the CONTACT-2 condition constructed better conceptions and achieved higher learning performance scores than students from the other two conditions. Moreover, the effectiveness of the CONTACT-2 strategy appeared not to depend on the degree of conceptual resemblance between the performance test questions and the central concepts from the texts and on the moment of testing. Additional research should shed some light on the instructional conditions required to teach students how they themselves can initiate and perform learning activities aimed at conceptual change.

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“…HEWSON und HEWSON (1984) empfahlen, die Lernenden dazu zu bewegen, altes und neues Wissen zu vergleichen und zu kontrastieren. ALI (1990) und BIEMANS (1997BIEMANS & SIMONS, 1995, 1996 Menschen setzen bei der Arbeit nicht alle ihre Kompetenzen ein. Organisationen neigen dazu, die Kompetenzen ihrer Beschäftigten zu unterschätzen (SENGE, 1991).…”

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Sechs Wege, die Kluft zwischen Lernen und Arbeiten zu überwinden

Simons¹

2004

Kapital Und Kompetenz

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How to use preconceptions? The contact strategy dismantled

Abstract: The effects of the contact strategy (a computer-assisted instructional strategy aimed at conceptual change in text processing

Cited by 11 publications

References 19 publications

Transfer of learning: paradoxes for learners

Transfer of learning: paradoxes for learners

Contact-2: a computer-assisted instructional strategy for promoting conceptual change

Sechs Wege, die Kluft zwischen Lernen und Arbeiten zu überwinden

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