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International Journal of Science Education
written by P. Labudde and Frederick Reif
students' difficulties in learning and applying scientific concepts are often caused by knowledge that is fragmented and incorrectly interpreted. To remedy such difficulties, the authors propose an explicit instructional method that teaches a coherent procedure for interpreting a scientific concept, and that induces students to use this procedure for explicitly diagnosing and correcting defects in their pre-existing knowledge. To test this method, the concept 'acceleration' was taught to individual students under conditions where they could be observed in detail and tape-recorded during the entire learning process. As a result of such instruction, students revised their highly deficient previous knowledge about acceleration and were able to interpret this concept almost flawlessly across a diverse set of problems.
International Journal of Science Education: Volume 10, Issue 1, Pages 81-98
Subjects Levels Resource Types
Education - Applied Research
- Pedagogy
= Instructional Issues
- Lower Undergraduate
- Reference Material
= Research study
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Formats:
text/html
application/pdf
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Access Rights:
Available by subscription
Restriction:
© 1988
Accession Number:
3204263
DOI:
10.1080/0950069880100108
ISSN Number:
0950-0693
Keywords:
coherent procedure, diagnosis, instructional method, interpretation procedures, learning process, scientific concept learning
Record Creator:
Metadata instance created July 13, 2005 by Lyle Barbato
Record Updated:
September 23, 2007 by Lyle Barbato
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Record Link
AIP Format
P. Labudde and F. Reif, Int. J. Sci. Educ. 10 (1), 81 (1988), WWW Document, (http://dx.doi.org/10.1080/0950069880100108).
AJP/PRST-PER
P. Labudde and F. Reif, Facilitation of scientific concept learning by interpretation procedures and diagnosis, Int. J. Sci. Educ. 10 (1), 81 (1988), <http://dx.doi.org/10.1080/0950069880100108>.
APA Format
Labudde, P., & Reif, F. (1988). Facilitation of scientific concept learning by interpretation procedures and diagnosis. Int. J. Sci. Educ., 10(1), 81-98. Retrieved September 30, 2014, from http://dx.doi.org/10.1080/0950069880100108
Chicago Format
Labudde, P., and Frederick Reif. "Facilitation of scientific concept learning by interpretation procedures and diagnosis." Int. J. Sci. Educ. 10, no. 1, (1988): 81-98, http://dx.doi.org/10.1080/0950069880100108 (accessed 30 September 2014).
MLA Format
Labudde, P., and Frederick Reif. "Facilitation of scientific concept learning by interpretation procedures and diagnosis." Int. J. Sci. Educ. 10.1 (1988): 81-98. 30 Sep. 2014 <http://dx.doi.org/10.1080/0950069880100108>.
BibTeX Export Format
@article{ Author = "P. Labudde and Frederick Reif", Title = {Facilitation of scientific concept learning by interpretation procedures and diagnosis}, Journal = {Int. J. Sci. Educ.}, Volume = {10}, Number = {1}, Pages = {81-98}, Year = {1988} }
Refer Export Format

%A P. Labudde
%A Frederick Reif
%T Facilitation of scientific concept learning by interpretation procedures and diagnosis
%J Int. J. Sci. Educ.
%V 10
%N 1
%D 1988
%P 81-98
%U http://dx.doi.org/10.1080/0950069880100108
%O text/html

EndNote Export Format

%0 Journal Article
%A Labudde, P.
%A Reif, Frederick
%D 1988
%T Facilitation of scientific concept learning by interpretation procedures and diagnosis
%J Int. J. Sci. Educ.
%V 10
%N 1
%P 81-98
%@ 0950-0693
%M 3204263
%U http://dx.doi.org/10.1080/0950069880100108


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