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Problem 7 - Misconceptions Summary 1.8 Human Learning (FSWP1-080-A)
Complete summary of the literature for Problem 7 - Misconceptions from course 1.8 Human Learning
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P7 – MisconceptionsPersonal theories
Aka folk theories or alternative frameworks
• People form general theories about many aspects of the world around them (not based on
any scientific evidence or theories)
• Theory theory: perspective of how people organize knowledge → theoretical perspective
about peoples’ everyday theories
• Happens from early age e.g. conceptualizing categories of
o Human-made objects: categorized by function
o Biological entities: defined by their origin
• Early theories about gravity and physics
o Surprised when one object suddenly becomes two or does not fall etc.
• People have keen interest in cause-and-effect relationships
• These theories are continually expanded and revised
• They help ppl organize and make sense of personal experiences
PERSONAL THEORIES VS REALITY
• We never know what is true, but some ways of understanding the world are more useful
than others in
o Being more consistent with systematic scientific research
o Enable us to make predictions about the future with considerable accuracy
• Erroneous notions have variety of sources:
o How things appear (flat earth)
o Fostered by common expressions (sun rising and setting as if it was revolving around
earth)
o Mistaking correlation with causation (e.g. cartoons displaying humans with
dinosaurs)
o Textbooks, teachers, internet, friends, social environment
• Few misunderstanding → easy process of debunking
• Well engrained misconception → quite challenging to combat
FOSTERING THEORY DEVELOPMENT
• Personal theories are integrated bodies of knowledge
• long term memory storage processes enhance such integration
o meaningful learning and elaboration enhance those theories
1. Physical or technology-based models can help learners tie ideas together
a. Mental models – representations of how particular concepts and principles
interrelate or how a specific system works
2. Group interaction can enhance learners’ theoretical understanding
a. Discussing, exchange perspectives, build on one another’s ideas
3. Sometimes models do not have to be entirely accurate
a. Oversimplification may make it more understandable (especially for learners with
limited ability to think abstractly)
b. Helps students make reasonably accurate predictions
, c. Should’t be taken too far, however – shouldn’t be too different from expert views –
can become contradictory with new learning
WORLDVIEWS
• Personal theories are related to a particular domain
• Worldview: is a set of beliefs and assumptions about reality in general and can influence
people’s understanding of wide variety of phenomena (e.g. religious people and evolution)
• Probably culturally transmitted
• Religious groups
• Worldviews are often such an integral part of everyday thinking that people are not
consciously aware of it
• Encompass implicit rather than explicit knowledge
• Influence interpretations of everyday life
• Certain worldviews can hamper with learning
Conceptual change
- Replacing one personal theory or belief with a different presumably more adaptive belief
- Changing tightly interconnected set of ideas rather than single isolated concept
- Mental adjustment
CHALLENGES OF CONCEPTUAL CHANGE
• Learners in all ages often hold quite stubbornly to certain misconceptions even when there
are many contradictions
Why are learner’s counterproductive beliefs often so resistant to change?
1. Existing beliefs affect interpretation of new information
a. More likely to interpret info consistent with what you already “know”
2. Confirmation bias
a. Look for information that confirms existing beliefs and to ignore any contradictory
evidence
3. Existing beliefs are often consistent with everyday experiences
a. Science based explanations of physical phenomena can be fairly abstract and difficult
to relate to everyday reality
b. Neurological standpoint: changing one’s understanding may be more difficult than
confirming them, because the brain must create an entirely new cortical structures
to accommodate them – which is much slower process than simply integrating new
information into existing structures
4. Some erroneous beliefs are integrated into cohesive whole, with many interrelationships
existing among various ideas
a. Changing misconceptions involves changing the entire organized body of knowledge
– an entire theory or worldview – rather than a single belief
b. Misconceptions are often more easy to understand and fit into everything so nicely
5. May fail to notice an inconsistency between prior beliefs and the new information
a. Ppl learn new information without letting go of their prior beliefs → long term
memory may simultaneously hold inconsistent ideas e.g. in rote learning
b. Implicit knowledge cannot consciously be accessed → learners do not realize the
new info contradicts their belief → continue applying previous beliefs and
knowledge
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