ERIC Number: ED263190
Record Type: RIE
Publication Date: 1985-Apr-1
Reference Count: 0
'Misconceptions' Research: A Problem-Oriented Perspective.
In this survey, an attempt is made to summarize the perspective on so-called 'misconceptions' research of those whose work in this field has not been guided by learning theory. Following the terminology of Driver and Erickson (1983), this research is called 'problem-oriented' in this paper. Its epistemological assumptions and assumptions about learning are identified: a key epistemological assumption is that a scientific or mathematical concept is characterized by a hard-core meaning on which experts agree and which students should master; and it is assumed that learning is influenced by instruction and by experience, including sensory experience. The long-term aim of many of these researchers is the improvement of instruction. Consequently the conclusions they have drawn have tended to focus on such issues as the ways in which aspects of instruction might unwittingly reinforce or promote 'misconceptions', and the development of alternative strategies. (Author)
Descriptors: Cognitive Development, Concept Formation, Educational Research, Elementary Secondary Education, Epistemology, Higher Education, Instruction, Instructional Systems, Learning Modalities, Learning Processes, Learning Theories, Literature Reviews, Methods, Problem Solving, Science Instruction
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985).