Integration of intuitive knowledge in learning at school

Journal/Book: Z Padagog Psychol. 1999; 13: Langgass-Strasse 76, CH-3000 Bern 9, Switzerland. Verlag Hans Huber. 191-206.

Abstract: From a cognitive and developmental perspective, the significance of informal prior knowledge is emphasized with respect to learning at school. Integration of this intuitive knowledge and the formal knowledge learned in school is suggested as the desired goal of instruction. Even in science education, where intuitive knowledge tends to conflict with formal knowledge, the strategy of knowledge integration appears adequate. Both developmental studies and analyses of problem solving behaviour in physics experts suggest that progress in understanding physics does not imply that existing knowledge has become eliminated, but rather that different levels of knowledge representation have become integrated. When conceptual change is required, it should be fostered by establishing and strengthening meaningful connections between the various bodies of knowledge. Psychological research on instruction has shown that the gap that sometimes exists between intuitive and formal knowledge can be bridged if suitable interfaces are used that are both concrete enough to activate intuitive knowledge and abstract or simple enough to make the formal conceptual relations transparent. Such interfaces are provided particularly by interactive computer microworlds, well-directed hands-on experiences, and conceptual analogies.

Note: Article Krist H, Univ Zurich, Inst Psychol, Attenhoferstr 9, CH-8032 Zurich, SWITZERLAND

Keyword(s): intuitive physics; cognitive development; science education; knowledge integration; CONCEPTUAL CHANGE; SCIENCE-EDUCATION; STUDENTS PRECONCEPTIONS; PROJECTILE MOTION; PHYSICS CONCEPTS; INSTRUCTION; ANALOGIES; CHILDREN; MODELS; PERSPECTIVE

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