Helping Students Understand Challenging Topics in Science Through Ontology Training Export

@article{citeulike:853106, abstract = {Chi (2005) proposed that students experience difficulty in learning about physics concepts such as light, heat, or electric current because they attribute to these concepts an inappropriate ontological status of material substances rather than the more veridical status of emergent processes. Conceptual change could thus be facilitated by training students in the appropriate ontology prior to physics instruction. We tested this prediction by developing a computer-based module whereby participants learned about emergent processes. Control participants completed a computer-based task that was uninformative with respect to ontology. Both groups then studied a physics text concerned with electricity, including explanations and a posttest. Verbal explanations and qualitative problem solutions revealed that experimental students gained a deeper understanding of electric current.}, author = {Slotta, J. D. and Chi, M. T. H.}, citeulike-article-id = {853106}, journal = {Cognition \& Instruction}, keywords = {cognition, education, expertise, learning, science}, number = {2}, pages = {261--289}, posted-at = {2006-09-21 15:12:10}, priority = {3}, title = {Helping Students Understand Challenging Topics in Science Through Ontology Training}, volume = {24}, year = {2006} }

TY - JOUR ID - citeulike:853106 L3 - citeulike-article-id:853106 N2 - Chi (2005) proposed that students experience difficulty in learning about physics concepts such as light, heat, or electric current because they attribute to these concepts an inappropriate ontological status of material substances rather than the more veridical status of emergent processes. Conceptual change could thus be facilitated by training students in the appropriate ontology prior to physics instruction. We tested this prediction by developing a computer-based module whereby participants learned about emergent processes. Control participants completed a computer-based task that was uninformative with respect to ontology. Both groups then studied a physics text concerned with electricity, including explanations and a posttest. Verbal explanations and qualitative problem solutions revealed that experimental students gained a deeper understanding of electric current. IS - 2 JF - Cognition & Instruction EP - 289 TI - Helping Students Understand Challenging Topics in Science Through Ontology Training VL - 24 SP - 261 KW - cognition KW - education KW - expertise KW - learning KW - science AU - Slotta, JD AU - Chi, MTH PY - 2006/// ER -