clm test 2

rote overdose

an education system that causes and rewards rote learning

verbal reasoning

evaluating persuasive techniques in oral and written language

epistemic beliefs

what people believe about knowledge

assimilation

adding to existing knowledge

why is changing misconceptions hard?

affect how you interpret and look for new information; existing beliefs are acquired from experience; integrated into knowledge structures; personal and emotional investment; misconceptions supported by social environment

ways to promote conceptual change

ask students about beliefs; motivate students to learn correct info; use tools and analogies; monitor students understanding

contextualized examples

concrete examples; real life problem solving

argument analysis

considering pros and cons of argument

accommodation

creating new unrelated structure or restructuring current knowledge

probabilistic reasoning

determining likelihood and uncertainties associated with events

realist

directly knowable reality; no critical thinking

fostering critical thinking

encourage intellectual skepticism; model; give opportunity to practice; debate controversial issues; evaluate multiple sources

summative assessment

evaluate learning; high stakes

critical thinking

evaluating the accuracy, credibility and worth of information and the lines of reasoning

abstract principles

facts or concepts; procedures

hypothesis testing

judging the value of data in terms of methods and their relevance to certain conclusions

absolutist

knowledge claims are facts; confidence in experts; critical thinking compares claim to reality either true to not true

evaluativist

knowledge claims are judgments that can be evaluated and compared according to evidence; critical thinking promotes understanding

multiplist

knowledge claims are opinions freely chosen and changing; critical thinking irrelevant

transfer-appropriate processing

learning activities matched with learning outcomes

teaching for transfer

multiple varied examples, non-examples, compare and contrast features of examples, analogies that highlight underlying structures, gradually fade concreteness

misconceptions

naieve theories "constitute serious obstacles to understanding"

process of transfer

recognize prior learning is relevant; recall prior learning; apply prior learning

conceptual change

the process of learning that changes misconceptions to correct conceptions

formative assessment

tracking knowledge, figure out what is known/unknown; low stakes or no stakes

far transfer

transfer between contexts that are highly dissimilar

near transfer

transfer between contexts that are highly similar

transfer of learning

using knowledge and skills beyond present context