Exploring the Impact of a Task-specific Warning to Overcome Intuitive Interference: Humble Lesson on How to Teach in the Context of Representational Plurality
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引用次数: 0
Abstract
Irrelevant but salient (automatically processed) variables of a given science or mathematics task are known to cause intuitive interference with formal reasoning, leading to incorrect responses. To help students overcome intuitive interference, one approach focuses on a warning intervention which aims at activating executive control mechanisms, hence increasing the ability to overcome the tendency to respond in line with the irrelevant salient variable. In this paper, we examine the impact of a task specific warning in the comparison of perimeters task on success rate and response time in three samples: primary school pupils, university students from science and mathematics education programs and university students and recent alumni in fields other than science and mathematics education. Results suggest that a task-specific warning helps primary school pupils and university students in science and mathematics education programs overcome the intuitive interference. However, the warning did not impact the success rate of university students and recent alumni in fields other than science and mathematics education. Overall, given the potential incompatibility of the plurality of representations in science and mathematics tasks, our data suggests that an explicit warning can help learners to opt for the appropriate representation. However, a key factor in a successful warning intervention seems to be promoting a greater willingness to examine ones’ ideas or an openness to representational change.
期刊介绍：
Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice. In addition to original articles, the journal features the following special sections: -Learning : consisting of theoretical and empirical research studies on learning of science. We invite manuscripts that investigate learning and its change and growth from various lenses, including psychological, social, cognitive, sociohistorical, and affective. Studies examining the relationship of learning to teaching, the science knowledge and practices, the learners themselves, and the contexts (social, political, physical, ideological, institutional, epistemological, and cultural) are similarly welcome. -Issues and Trends : consisting primarily of analytical, interpretive, or persuasive essays on current educational, social, or philosophical issues and trends relevant to the teaching of science. This special section particularly seeks to promote informed dialogues about current issues in science education, and carefully reasoned papers representing disparate viewpoints are welcomed. Manuscripts submitted for this section may be in the form of a position paper, a polemical piece, or a creative commentary. -Science Learning in Everyday Life : consisting of analytical, interpretative, or philosophical papers regarding learning science outside of the formal classroom. Papers should investigate experiences in settings such as community, home, the Internet, after school settings, museums, and other opportunities that develop science interest, knowledge or practices across the life span. Attention to issues and factors relating to equity in science learning are especially encouraged.. -Science Teacher Education [...]
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