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ERIC Number: ED237325
Record Type: Non-Journal
Publication Date: 1983
Pages: 33
Abstractor: N/A
Reference Count: N/A
Cognitive Research and the Design of Science Instruction.
Champagne, Audrey B.; And Others
Educational Psychologist, v17 n1 p31-53 1982
Physics learning studies demonstrate that students' pre-instructional world knowledge is often logically antagonistic to the principles of Newtonian mechanics taught in introductory physics courses. Under these conditions psychological theory predicts that learning will be inhibited, a prediction consistent with both the experiences of physics teachers and the results of empirical investigation. Informed by cognitive research on problem solving, semantic memory, and knowledge acquisition, instruction has been designed to encourage the reconciliation of world knowledge and physics content among beginning physics students. These instructional objectives and strategies for mechanics instruction are derived from the analysis of the cognitive states of uninstructed students, novices, and experts, groups who differ with respect to: (1) the quantity and extent of formal mechanics instruction; (2) experiences in solving mechanics problems; and (3) the extent of their verbal interactions about mechanics. Illustrative procedures which employ the strategies (also useful for other subject-matter domains) are included. (Author/JN)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.