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 Citations (Scopus)

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 publicationProceedings - Frontiers in Education Conference, FIE
DOIs
StatePublished - 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

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

Fingerprint

Students
knowledge
experience
learning
student
Teaching
knowledge transfer
pedagogics
learning strategy

Keywords

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

ASJC Scopus subject areas

  • Computer Science Applications
  • Software
  • Education

Cite this

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 Proceedings - Frontiers in Education Conference, FIE [5350761] https://doi.org/10.1109/FIE.2009.5350761

Using students' previous experience and prior knowledge to facilitate conceptual change in an introductory materials course. / Krause, Stephen; Kelly, Jacqueline; Corkins, James; Tasooji, Amaneh; Purzer, Senay.

Proceedings - Frontiers in Education Conference, FIE. 2009. 5350761.

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

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 Proceedings - Frontiers in Education Conference, FIE., 5350761, 39th Annual Frontiers in Education Conference: Imagining and Engineering Future CSET Education, FIE 2009, San Antonio, TX, United States, 10/18/09. https://doi.org/10.1109/FIE.2009.5350761
Krause S, Kelly J, Corkins J, Tasooji A, Purzer S. Using students' previous experience and prior knowledge to facilitate conceptual change in an introductory materials course. In Proceedings - Frontiers in Education Conference, FIE. 2009. 5350761 https://doi.org/10.1109/FIE.2009.5350761
Krause, Stephen ; Kelly, Jacqueline ; Corkins, James ; Tasooji, Amaneh ; Purzer, Senay. / Using students' previous experience and prior knowledge to facilitate conceptual change in an introductory materials course. Proceedings - Frontiers in Education Conference, FIE. 2009.
@inproceedings{240bd29aa7764856b2455414df4070a9,
title = "Using students' previous experience and prior knowledge to facilitate conceptual change in an introductory materials course",
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.",
keywords = "Conceptual change, Learning strategies, Misconception origin, Previous experience, Prior knowledge",
author = "Stephen Krause and Jacqueline Kelly and James Corkins and Amaneh Tasooji and Senay Purzer",
year = "2009",
doi = "10.1109/FIE.2009.5350761",
language = "English (US)",
isbn = "9781424447152",
booktitle = "Proceedings - Frontiers in Education Conference, FIE",

}

TY - GEN

T1 - Using students' previous experience and prior knowledge to facilitate conceptual change in an introductory materials course

AU - Krause, Stephen

AU - Kelly, Jacqueline

AU - Corkins, James

AU - Tasooji, Amaneh

AU - Purzer, Senay

PY - 2009

Y1 - 2009

N2 - 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.

AB - 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.

KW - Conceptual change

KW - Learning strategies

KW - Misconception origin

KW - Previous experience

KW - Prior knowledge

UR - http://www.scopus.com/inward/record.url?scp=77951464735&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77951464735&partnerID=8YFLogxK

U2 - 10.1109/FIE.2009.5350761

DO - 10.1109/FIE.2009.5350761

M3 - Conference contribution

AN - SCOPUS:77951464735

SN - 9781424447152

BT - Proceedings - Frontiers in Education Conference, FIE

ER -