Reasoning Through Instructional Analogies

Kapon, Shulamit; diSessa, Andrea A.

doi:10.1080/07370008.2012.689385

Cited by 53 publications

(45 citation statements)

References 48 publications

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“…The model I use here extends one that has had substantial theoretical and empirical development (e.g., Kapon & diSessa, 2012;diSessa, 1983diSessa, , 1988. I elaborate later, but offer a short introduction here.…”

Section: Mechanisms Of Conceptual Changementioning

confidence: 99%

The Construction of Causal Schemes: Learning Mechanisms at the Knowledge Level

diSessa

2014

Cognitive Science

111

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This work uses microgenetic study of classroom learning to illuminate (1) the role of preinstructional student knowledge in the construction of normative scientific knowledge, and (2) the learning mechanisms that drive change. Three enactments of an instructional sequence designed to lead to a scientific understanding of thermal equilibration are used as data sources. Only data from a scaffolded student inquiry preceding introduction of a normative model were used. Hence, the study involves nearly autonomous student learning. In two classes, students developed stable and socially shared explanations ("causal schemes") for understanding thermal equilibration. One case resulted in a near-normative understanding, while the other resulted in a non-normative "alternative conception." The near-normative case seems to be a particularly clear example wherein the constructed causal scheme is a composition of previously documented na€ ıve conceptions. Detailed prior description of these naive elements allows a much better than usual view of the corresponding details of change during construction of the new scheme. A list of candidate mechanisms that can account for observed change is presented. The non-normative construction seems also to be a composition, albeit of a different structural form, using a different (although similar) set of naïve elements. This article provides one of very few high-resolution process analyses showing the productive use of na€ ıve knowledge in learning.

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Section: Mechanisms Of Conceptual Changementioning

confidence: 99%

The Construction of Causal Schemes: Learning Mechanisms at the Knowledge Level

diSessa

2014

Cognitive Science

111

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“…Furthermore Dole (2000) suggested that the more strongly a belief was held, the more it reduced comprehension of new material which was in conflict with the prior belief. Kapon and diSessa (2012) consider how the prior knowledge about the target affects the evaluation of the plausibility and applicability of the analogy. In Ahmed's explanation; he knows that removal of another electron results in a further increase for the next subsequent ionisation energy even if the electrons are removed from the same shell.…”

Section: Discussionmentioning

confidence: 99%

“…An issue with this AC is that it does provide a means by which increasing subsequent ionisation energies can be accounted for and as it is common for students to be asked to describe the trend, but it is rare they are asked to explain why, a spontaneous simplistic explanation which is similar to that for subsequent electron affinities offers an initial plausibility. Kapon and diSessa (2012) considered how selection of simple explanatory principles or e-prims (explanatory primitives) for use with analogies was affected by pragmatic goals, such that when prior use of the e-prim had yielded correct answers this experience would prompt this argument to be used again. This appears to be the case here.…”

Section: Discussionmentioning

confidence: 99%

Improving preservice chemistry teachers’ content knowledge through intervention activities

Wheeldon

2017

International Journal of Science Education

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The effect of intervention activities on the chemistry content knowledge of 92 preservice chemistry teachers (PSCT) was examined via a pre and post true/false with confidence level test focusing on ionisation energy values and the use of a common alternative conception (AC). Data were collected from three cohorts of PSCT each engaged in a one year full-time universitybased teacher education programme. Comparison of pre-and post-test responses and discrimination differences between responses for each PSCT were used to identify the use of the AC and hence the efficacy of the intervention activities. Interviews with 14 of these PSCT allowed triangulation of the data. Findings suggest that the activities allow 71% of PSCT to identify this AC as non-scientific or become more confident in doing so. Interview data indicate that this rejection of this AC is sustained for 9 of the 11 PSCT whose test data indicated improvement. These data have implications for teacher education such that 2 hour intervention sessions can offer the opportunity for PSCT to develop their subject matter knowledge. As the accurate application of electrostatic concepts to electrons has wider application to bonding, these interventions offer PSCT more accurate chemical subject knowledge resources to draw on in their teaching. ARTICLE HISTORY

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“…Therefore, we are currently qualitatively analysing the video data of the learning process. Such analysis is necessary to understand the actual process of conceptual change on an appropriate scale (Kapon and diSessa 2012). Also, this might be useful to validate the quantitative results in terms of identification of actual learning situation, where understanding might be especially fostered or inhibited according to the intervention groups.…”

Section: Learning and Testing The Energy Conceptmentioning

confidence: 99%

“…Others in turn might be cued or suppressed by contextual factors (for example, students tend to see springiness 3 in the context of a book placed on a spring but not in the case of a book placed on a table; cf. Kapon and diSessa 2012).…”

Section: Concepts and Conceptual Change Researchmentioning

confidence: 99%

Composition-Effects of Context-based Learning Opportunities on Students’ Understanding of Energy

Podschuweit

Bernholt

2017

Res Sci Educ

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Context-based learning has become a widespread approach in science education. While positive motivational effects of such approaches have been well established empirically, clear results regarding cognitive aspects of students' learning are still missing. In this article, we argue that this circumstance might be mainly rooted in the definition of context itself. Based on this argument, we shift from the issue of if contexts are cognitively beneficial to focus on the question of which composition of contexts is, at least by tendency, more effective than another. Based on theories of conceptual change, we therefore conducted a small-scale intervention study comparing two groups of students learning in different sets of contexts focusing on the same scientific concept-the cross-cutting concept of energy. Results suggest that learning in a more heterogeneous set of contexts eases transfer to new contexts in comparison to learning in a more homogeneous set of contexts. However, a more abstract understanding of the energy concept does not seem to be fostered by either of these approaches. Theoretical as well as practical implications of these finding are discussed.

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Reasoning Through Instructional Analogies

Cited by 53 publications

References 48 publications

The Construction of Causal Schemes: Learning Mechanisms at the Knowledge Level

The Construction of Causal Schemes: Learning Mechanisms at the Knowledge Level

Improving preservice chemistry teachers’ content knowledge through intervention activities

Composition-Effects of Context-based Learning Opportunities on Students’ Understanding of Energy

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