Information processing interpretation of errors in college science learning |
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Authors: | K M Fisher Joseph I Lipson |
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Institution: | (1) Department of Education, University of California, 95616 Davis, CA, U.S.A.;(2) Division of Biological Sciences, University of California, 95616 Davis, CA, U.S.A.;(3) School of Communications, California State University, 95929 Chico, CA, U.S.A. |
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Abstract: | This article begins with a brief summary of mental models from the information processing perspective. A model of prototypical college learning is then presented. Next, some of the links between mental models and cognitive errors are examined. Finally, studies of one category of cognitive errors, misconceptions and preconceptions of college science students are reviewed. Six factors contributing to error production are identified: four involve spontaneous cognitive mechanisms (strong word associations; non-verbal, intuitive knowledge; tendency to minimize mental effort; untimely triggering of natural language processing mechanisms) and two involve imperfect knowledge (alternative belief systems; fuzzy concepts). |
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