Co-Adaptation of Students' Knowledge Domains when Interpreting a Physical Situation in Terms of a New Theory
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9 avril 1997
- handle: 10670/1.lzi25t
- hal: hal-02482261
info:eu-repo/semantics/OpenAccess
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Knowledge acquisition didactics learning complex knowledge semantic matching teaching of energy conceptSujets proches
Learning process Scholarship LearningCiter ce document
Evelyne Cauzinille-Marmèche et al., « Co-Adaptation of Students' Knowledge Domains when Interpreting a Physical Situation in Terms of a New Theory », Archive Ouverte d'INRAE, ID : 10670/1.lzi25t
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In the context studied here, learning occurs in response to an interpretative task where the theoretical model is provided in a declarative format to the learners. Consequently, learning foremost implies setting up matches between the knowledge associated with the perception of the world and entities of the new knowledge domain, all being subjected to constraints from both knowledge domains. We have gathered evidence about failed attempts at matches by the subjects, and the "repair strategies" they use to overcome these obstacles, consisting mainly in changes of the knowledge representation primitives, activation of new classes, and creation of new ones.