The Mismatch between Assumed Prior Knowledge and the Learner's Conceptions: a typology of learning impediments

Author: Taber K. S.

Source: Educational Studies, Volume 27, Number 2, 1 June 2001 , pp. 159-171(13)

Publisher: Routledge, part of the Taylor & Francis Group

Key:

- Free Content

- New Content

- Subscribed Content

- Free Trial Content

Abstract:

This paper considers some of the reasons why motivated students in suitable learning environments may fail to learn from competent teachers. It draws upon work in the psychology of learning, and the considerable body of research that has been undertaken to explore the nature and origin of learners' alternative conceptions in science. A synthesis of ideas from this previous work suggests a simple typology of 'learning impediments' in terms of the mismatch between the learner's cognitive structure and the teacher's expectations. It is suggested that this classification system may be a useful tool that, alongside techniques to probe prior knowledge, can help teachers diagnose and overcome such impediments to intended learning, and thus make teaching more effective. Although deriving from research into the learning of science, it is suggested that the typology can be applied to conceptual learning across the curriculum.

Language: English

Document Type: Research article

The full text electronic article is available for purchase. You will be able to download the full text electronic article after payment.

$38.49 plus tax Refund Policy