Chapter 6, page 116
Students with Learning Disabilities
Like typical students, students with learning disabilities will have all the kinds of conceptions that
we have discussed in this chapter—consistent conceptions, alternative conceptions, novice conceptions,
conceptual resources, and conceptions about learning and knowledge. On some of these topics (alternative
conceptions, conceptual resources, and conceptions about knowledge), there is not yet a great deal of
research with students with learning disabilities (Ferretti et al., 2007; Franklin-Guy, 2007). Three
potential differences between students with learning disabilities and typical children are as follows:
Ɣ As we have learned, students with learning disabilities often exhibit less integration among their
conceptions (M. Friend, 2004; Geary, Hoard, & Hamson, 1999; Swanson, Cooney, & McNamara,
2004). Their conceptions are more likely to be poorly interconnected. Poorly interconnected
conceptions are the hallmark of both novice conceptions and of fragmented alternative conceptions.
Hence, students will learning disabilities may be especially likely to have novice conceptions and
fragmented alternative conceptions.
Ɣ On at least some topics, directing students to activate prior consistent conceptions may be less effective
with students with learning disabilities than with typical students (Pflaum, Pascarella, Auer, Augustyn,
& Boswick, 1982). One reason for this may be that students with learning disabilities are less likely to
have coherent consistent conceptions that they can use to understand new topics.
Ɣ It is especially important for teachers to pay attention to the ability beliefs of students with learning
disabilities. If students with learning disabilities have received messages from previous teachers,
classmates, or others that they lack the ability to learn effectively, they may come to believe that their
ability is fixed at a low level. It is important for teachers to convince these students that they are fully
capable of changing their ability through effort and study.
In general, listening carefully to find out the prior conceptions of students with learning disabilities will
help teachers learn better how to address their learning difficulties. By identifying possible conceptual
resources as well as areas in which learning difficulties exist, teachers can design more effective
instruction for these students.
Chapter Summary
HOW DO PRIOR CONCEPTIONS AFFECT LEARNING?
-Prior conceptions can affect learning in various ways because some prior conceptions are consistent with
the target conception whereas others are inconsistent with or contradict target conceptions.
-There are five types of prior conceptions: consistent conceptions, alternative conceptions, novice
conceptions, conceptual conceptions, and core conceptions about learning and knowledge
CONSISTENT PRIOR CONCEPTIONS
-When students’ prior conceptions are consistent with what they are learning, they learn more than when
they do not have or do not use such conceptions.
Schemas
-Schemas, which are organized knowledge structures stored in long-term memory, can facilitate
learning when they are accurate, but inaccurate schemas can hinder learning.
How consistent schemas affect learning
-People learn more when they have consistent schemas to help them organize new information.