PersonalEpistemologyandStudentResistancetoInteractive.pptVIP

The Teaching Method (ILD) Constructivist Objectives Prediction – Activates students’ conceptions, and employs them as resources for further conceptual development. Discussion – Demonstrates the possibility of several plausible models for the same phenomenon. Demonstration – Tests the range of validity of the different models in the context of an actual observation. Student Resistance “What is your preferred way of learning new concepts and scientific principles: the way this course is taught (ILD) or regular lectures like in all other courses?” ILD course: 28.2% Neutral: 24.4% Traditional courses: 47.4% Is this just because students are lazy and prefer the path of least cognitive effort? Personal Epistemology (Hofer, 2004) The beliefs and theories that individuals come to hold about knowledge and knowing. These are comprised of multiple dimensions that can each be expressed as a continuum, from less sophisticated to more sophisticated: Certainty of knowledge Simplicity of knowledge Source of knowledge Justification for knowing Certainty of Knowledge “Can a scientific theory change?” Danny: “A theory is something which is not fully founded, not completely verified by experiment – it has holes; but it can later be tied to something which is well established.” Heather: “It happens if new technologies lead to new discoveries which contradict theory.” Michael: “Even if an experiment contradicts a theory, we may say ‘this is the best we have’ and continue using it.” Complexity of Knowledge “How do you learn a new concept?” Danny: “I first try to understand it intuitively. When I see I cannot understand it intuitively, or when I don’t feel like it, I memorize it.” Heather: “I try to look for connections to things I do know… it makes me feel more secure.” Michael: “It always builds upon [prior knowledge]… I know that with time, as more concepts and more structures are built upon the new material, I will know it better.” Student Resistance to ILD Three students* interpret th