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Abstract: In the years 2002-2004, the Learning by Design\texttrademark group at GeorgiaTech conducted an investigation of the development of qualitative Newtonianconcepts as a function of time. I describe the classroom context and method forthis investigation, involving the coordination of multiple measures includingdiagnostic quizzes, structured interviews, ethnographic observations in classand performance assessments. This paper specifically concerns the results fromthe diagnostic quizzes, relying on other measures as supporting evidence. Ipresent convincing evidence of conceptual gains from that data. I also showthat when looked at in more detail, there is a clear non-monotonic conceptualdevelopment process in which there is a period of apparent regression ofunderstanding following apparent satisfactory understanding. I consider priorwork on this effect from developmental psychology, and propose a hypothesis toexplain its presence in this data. I then consider how cognitive modelsconverge on a similar explanation, and in the process contrast thisinterpretation with the currently extant interpretation of related work interms of an interference effect. I close with consideration of implications ofthis effect for both pedagogical design and research practice.



Autor: Paul J. Camp

Fuente: https://arxiv.org/







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