Using students' previous experience and prior knowledge to facilitate conceptual change in an introductory materials course

Stephen Krause, Jacqueline Kelly, James Corkins, Amaneh Tasooji, Senay Purzer

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

3 Scopus citations

Abstract

One important finding that the book, How People Learn, highlights is that all learning involves transfer from prior knowledge and previous experiences which can facilitate or impede learning. Learning can be facilitated by activating prior knowledge from an earlier class and/or context can be created for new material from previous experiences. Conversely, learning can be impeded by misconceptions that originate from personal experience, prior knowledge from previous classes, or inappropriate application of prior knowledge. Misconceptions from prior knowledge and previous experience can be classified 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 students hold from: 1) personal experience or observations (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 publication39th Annual Frontiers in Education Conference
Subtitle of host publicationImagining and Engineering Future CSET Education, FIE 2009
DOIs
StatePublished - Dec 1 2009
Event39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009 - San Antonio, TX, United States
Duration: Oct 18 2009Oct 21 2009

Publication series

NameProceedings - Frontiers in Education Conference, FIE
ISSN (Print)1539-4565

Other

Other39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009
CountryUnited States
CitySan Antonio, TX
Period10/18/0910/21/09

Keywords

  • Conceptual change
  • Learning strategies
  • Misconception origin
  • Previous experience
  • Prior knowledge

ASJC Scopus subject areas

  • Software
  • Education
  • Computer Science Applications

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    Krause, S., Kelly, J., Corkins, J., Tasooji, A., & Purzer, S. (2009). Using students' previous experience and prior knowledge to facilitate conceptual change in an introductory materials course. In 39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009 [5350761] (Proceedings - Frontiers in Education Conference, FIE). https://doi.org/10.1109/FIE.2009.5350761