Chapter 6, page 118
Organization by surface similarity
-A second way that novice conceptions and expert conceptions differ is that novices organize
information based on surface similarity, whereas experts organize information by deep similarity.Implications for Instruction
-Teachers can help students notice deep similarities between problems by asking students to reflect
on similarities between problems that are different at a surface level.CONCEPTUAL RESOURCES
-The fourth type of prior conception, conceptual resources, includes any prior conceptions that students
have about a topic that teachers can build upon to help students learn new ideas.
-Four types of conceptual resources are knowledge of relevant evidence, conceptions from previously
learned topics, conceptions derived from prior experiences, and conceptions about analogical situations.
Knowledge of relevant evidence
-Teachers can help students start to build new ideas by reminding them of evidence that they already
know.
Conceptions from previously learned topics
-When students are learning about a new topic, they might have conceptions about previously
learned topics that can help them learn the new topic.
Conceptions derived from previous experiences
-Teachers can also draw upon students’ prior out-of-school experiences to help the understand a
topic.
Conceptions about analogical situations
-Teachers can utilize analogical situations, situations that are superficially dissimilar to target
situations but similar in some other important ways, can also be used to help students learn new
ideas.Implications for Instruction
-It is important for teachers to identify and use students’ conceptual resources, especially on topics
that are difficult for students because they lack schemas or have alternative conceptions. Each year,
teachers should aim to identify more conceptual resources to help build on students’ current ideas.CONCEPTIONS ABOUT LEARNING AND ABOUT KNOWLEDGE
-Conceptions about learning are people’s conceptions about how people learn, and conceptions about
knowledge are conceptions about the nature of knowledge, which are also known as epistemological
conceptions. Conceptions about learning and about knowledge are frequently called beliefs about learning
and about knowledge. Conceptions about learning and knowledge can be availing or nonavailing.
Conceptions about learning
-Three nonavailing conceptions about how people learn are that learning is quick, that learning is a
matter of rote memory rather than a matter of more elaborated strategies, and that ability is fixed.
Conceptions about knowledge
-Three nonavailing conceptions about knowledge are that knowledge is simple, that knowledge is
certain, and that knowledge is justified based on authority.