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Findings #10 (The Roots of Alternate Conceptions (Innate Knowledge (some…

- - - - In some cases, it is clear that we have picked up these types of wisdom from more educated people or the media
  - - - One might argue, then, that concept formation depends on our perception of the external world and is coupled with personal experience and how we subsequently process that information
        
        scientifically correct concepts are formed, but sometimes the observation itself might not be analyzed in enough detail
    - - It depends on what we perceive and experience, and on how we process that information
      - Concepts can then be viewed as a consequence of the process of observing and processing
      - It is well known that because of the frequency of the same observations, some people develop a type of intuitive understanding of a situation or concept
  - - - Premature or unfinished concepts might still be exposed to dynamic changes in the way of thinking
      - we all have some type of inherent common sense logic (or similar way of thinking about a concept) that leads to similar misinterpretations
      - this is a premature concept that makes sense to some degree but still requires more critical analysis
    - - if the teacher or another trusted individual believes in an alternate conception or does not have an adequate understanding of the underlying scientific process, misconceptions might be installed easily in the students’ minds
- - - - "unlearning" misconceptions is significantly more difficult
- - - - individual concepts can be connected to build more complex representational structures
      - two concepts can be combined to form a third representational structure
    - - One possibility suggested by diSessa (1993) is that knowledge comes in the form of small fragments, which he called phenomenological primitives, or "p-prims." These p-prims combine to form individual concepts
      - ontological categories… each concept is classified into individual categories of living versus dead (or alive versus object), plant versus animal, and so on, similar to the genetic tree in biology
      - Core concepts in Chi’s picture are the most fundamental distinctions that we learn to make at the youngest ages. P-prims, on the other hand, are the basic building blocks of more complex concepts
  - - - can be private versions of a student’s understanding of particular concepts that have not been tested scientifically, or premature beliefs that do not stand the test of scientific analysis or that have not been exposed it
      - regarded as an alternate hypothesis to the currently accepted model; calling it an alternate conception does this model much more justice
        
        regarded as an alternate hypothesis to the currently accepted model; calling it an alternate conception does this model much more justic
        
        an alternate concept could be associated with the student’s current understanding of the truth of the situation based on the facts available to the student at that time. In other words, it could be the best solution, or perhaps even a personal sophisticated model, that is available to the student at his or her current understanding of the situation. As such, it could be viewed as a yet immature understanding of a complex problem
- - - - Students’ conceptual ideas are based on personal experiences and require real changes in thinking and adjustments at the neural level
        
        students often are not open to new ideas, in which case a radical approach is needed to change preexisting concepts
      - students learn through the assimilation and accommodation of knowledge
        
        assimilation refers to "the use of existing concepts to deal with new phenomena," and accommodation involves "replacing or reorganizing the learner’s central conceptions."
    - - One of the common instructional strategies to foster conceptual change is to confront students with discrepant events that contradict their existing conceptions
        
        This is intended to invoke a disequilibration, or conceptual conflict that induces students to reflect on their conceptions as they try to resolve the conflict