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
