The role of prior knowledge on the origin and repair of misconceptions in an introductory class on materials science and engineering

Stephen Krause, Jacquelyn Kelly, James Corkins, Amaneh Tasooji

Research output: Chapter in Book/Report/Conference proceedingConference contribution

2 Scopus citations

Abstract

The book, How People Learn, states that all learning involves transfer from prior knowledge (e.g. from earlier classes) and previous experiences (e.g. observations) which can facilitate or impede learning. Taber classifies misconceptions according to their origin as a type of "impediment" to learning, for which there are two general types, each with subtypes. Null impediment refers to missing information (necessary for learning new material) due to students: 1) not having prior knowledge (deficiency) or; 2) not recognizing links between new material and their prior existing knowledge (transfer). Substantive impediment refers to faulty concept models of students from: 1) observations or personal experience or (experiential); 2) prior courses and teaching (pedagogic) and; 3) bending or misinterpreting of new concepts to fit prior knowledge (misinterpretive). In this paper on research-to-practice we address the question of what learning strategies are most effective in repairing misconceptions or "impediments" of different origin.

Original languageEnglish (US)
Title of host publication2009 Research in Engineering Education Symposium, REES 2009
StatePublished - 2009
Event2009 Research in Engineering Education Symposium, REES 2009 - Palm Cove, QLD, Australia
Duration: Jul 20 2009Jul 23 2009

Other

Other2009 Research in Engineering Education Symposium, REES 2009
CountryAustralia
CityPalm Cove, QLD
Period7/20/097/23/09

ASJC Scopus subject areas

  • Engineering (miscellaneous)
  • Education

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    Krause, S., Kelly, J., Corkins, J., & Tasooji, A. (2009). The role of prior knowledge on the origin and repair of misconceptions in an introductory class on materials science and engineering. In 2009 Research in Engineering Education Symposium, REES 2009