Summary for block 1.8 at Erasmus university (). I'm enrolled in international psychology, however the sources and study materials are the same in both psychology courses. Hence, these summaries may also be useful for Dutch students. The summaries are based on at least 2 of the required reading mate...
Summary #3 misconceptions
Misconception
= inaccurate knowledge that distorts future learning
= Not getting the facts straight/false theories/erroneous notions about the world
Personal theories
= idea that people form general theories about cause and effect relationships about aspects
in the world around them.
Perspective on how people organize knowledge through formation of theories
Starts in early life, before theoretical learning hence influence theoretical learning
guide learning and behavior
+ age = + experience/information = + expand on personal theories of physical world.
Never completely know what’s real or true about the world because knowledge and
reasoning is personally constructed (human made entities). susceptible to misconception
Sources of misconceptions
- Things appear different than facts imply (sun moves around earth), intuition
- Common expressions in language (sun rise/set)
- Correlation doesn’t imply causation
- Popular media, textbooks, internet, teachers foster erroneous ideas
- Seek explanation to make sense of the world, quality is of inferior importance
NOT IQ
Common misconceptions
The intuitive physics problem
= students approach learning and thinking in physics with certain preexisting conceptions
Naïve impetus theory of motion
- An object set in motion acquires an internal force which keeps the object in motion
- Qualitative distinction between rest (absence of impetus) and motion (impetus)
2 fundamental assertions about motion:
1. Setting an object in motion imparts to an internal force (i.e. impetus) that maintains
the motion
2. The impetus gradually dissipates either spontaneously or due to external influences.
Reaction to evidence disconfirming personal theories (cognitive conflict)
, The first 3 levels (sub-assimilation, direct assimilation, surface constructive)
revolve around avoiding conflict avoiding changing misconceptions.
Implicit knowledge
2nd last recognize the conflict though not actively/explicitly altering current
beliefs/misconceptions
Explicit knowledge
explicitly working with disconfirming evidence and incorporating it in current
beliefs.
Conceptual change theory
= process of replacing one personal theory/belief system with another more adaptive one.
Unlearn wrong knowledge
Learn correct knowledge
Twofold challenge
3 steps:
1. Recognize anomaly
= noticing that a current model in inadequate to explain life events, realizing that
false beliefs must be discarded or repaired
2. Construct new model
= creating a more adequate model by changing the original one
3. Use/implement new model IRL
Not always replace, may also repair
Motivation/personal factors also play a role
How does conceptual change come about?
Assimilation
= fit new information in existing knowledge
cannot account for radical change, only for modest change
more traditional view
Accommodation
= replace and reorganize existing concepts because current ones are inadequate
build a new conception that that can accommodate new information
can account for radical conceptual change
3 characteristics of new information in accommodation
1. Intelligible
= The learner must understand and recognize the new concept/model
2. Plausible
= The learner must see how the new concept can explain other data and is consistent
with prior knowledge
3. Fruitful
= The learner must be able to apply conception to other areas
Why are misconceptions resistant to change?
- Theory based bias interpret information according to already existing
theories/misconceptions don’t interpret counterevidence to misconception as
disconfirming. doesn’t spark conflict doesn’t spark reevaluation & change
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