Preparing learners with partly incorrect intuitive prior knowledge for learning

Learners sometimes have incoherent and fragmented intuitive prior knowledge that is (partly) “incompatible” with the to-be-learned contents. Such knowledge in pieces can cause conceptual disorientation and cognitive overload while learning. We hypothesized that a pre-training intervention providing...

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Detalles Bibliográficos
Autores principales: Ohst, Andrea, Fondu, Béatrice M. E., Glogger, Inga, Nückles, Matthias, Renkl, Alexander
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2014
Materias:
Psychology
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4080464/
https://www.ncbi.nlm.nih.gov/pubmed/25071638
http://dx.doi.org/10.3389/fpsyg.2014.00664

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4080464/
https://www.ncbi.nlm.nih.gov/pubmed/25071638
http://dx.doi.org/10.3389/fpsyg.2014.00664

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