Avoiding Object Misconceptions

This paper identifies and describes a number of misconceptions observed in students learning about object technology, It identifies simple, concrete, measures course designers and teachers can take to avoid these misconceptions arising. The context for this work centres on an introductory undergraduate course and a postgraduate course, Both these courses are taught by distance education. These courses both use Smalltalk as an introduction to object technology. More particularly, the undergraduate course uses Smalltalk as a first programming language. Distance education can limit the amount and speed of individual feedback that can be given in the early stages of learning. For this reason, particular attention has been paid to characterizing measures for avoiding elementary misconceptions seen in beginning learners. At the same time we also address some misconceptions observed in postgraduate students. The pedagogical issues discussed are of particular importance when devising an extended series of examples for teaching or assessment, or when designing a visual microworld to be used for teaching purposes

The Case for Dynamic Models of Learners' Ontologies in Physics

In a series of well-known papers, Chi and Slotta (Chi, 1992; Chi & Slotta, 1993; Chi, Slotta & de Leeuw, 1994; Slotta, Chi & Joram, 1995; Chi, 2005; Slotta & Chi, 2006) have contended that a reason for students' difficulties in learning physics is that they think about concepts as things rather than as processes, and that there is a significant barrier between these two ontological categories. We contest this view, arguing that expert and novice reasoning often and productively traverses ontological categories. We cite examples from everyday, classroom, and professional contexts to illustrate this. We agree with Chi and Slotta that instruction should attend to learners' ontologies; but we find these ontologies are better understood as dynamic and context-dependent, rather than as static constraints. To promote one ontological description in physics instruction, as suggested by Slotta and Chi, could undermine novices' access to productive cognitive resources they bring to their studies and inhibit their transition to the dynamic ontological flexibility required of experts.Comment: The Journal of the Learning Sciences (In Press

Common Visual Representations as a Source for Misconceptions of Preservice Teachers in a Geometry Connection Course

In this paper, we demonstrate how atypical visual representations of a triangle, square or a parallelogram may hinder students’ understanding of a median and altitude. We analyze responses and reasoning given by 16 preservice middle school teachers in a Geometry Connection class. Particularly, the data were garnered from three specific questions posed on a cumulative final exam, which focused on computing and comparing areas of parallelograms, and triangles represented by atypical images. We use the notions of concept image and concept definition as our theoretical framework for an analysis of the students’ responses. Our findings have implication on how typical images can impact students’ cognitive process and their concept image. We provide a number of suggestions that can foster conceptualization of the notions of median and altitude in a triangle that can be realized in an enacted lesson

Intrinsic fantasy: motivation and affect in educational games made by children

The concept of intrinsic fantasy has been considered central to the aim of usefully applying the positive affect of computer games to learning. Games with intrinsic fantasy are defined as having “an integral and continuing relationship with the instructional content being presented”, and are claimed as “more interesting and more educational” than extrinsic fantasy games [1]. Studies of children making educational games have shown they usually create extrinsic games for curriculum learning content. In this study, children were encouraged to create non-curriculum games, more easily distanced from the extrinsic preconceptions of formal schooling. Forty, 7-11 year olds took part in this study (17 boys and 23 girls), designing and making their own games at an after-school club. Despite non-curriculum learning content, no more intrinsic games were created than in previous studies. The children failed to create their own pedagogical models for non-curriculum content and did not see the educational value of intrinsic fantasy games. The implications for transfer and learning in intrinsic games are discussed whilst the definition of intrinsic fantasy itself is questioned. It is argued that the integral relationship of fantasy is unlikely to be the most critical means of improving the educational effectiveness of digital games

Decentralised multimedia development by the content experts

This paper describes the possibility to develop interactive educational material by the content expert (teacher). It is suggested to develop small modules of flexible material that can be easily changed similar to traditional lecture presentations. The features of such material include: • Learning by problem solving and application of knowledge (constructing knowledge). • Easy internet on-line implementation of software pieces via Shockwave technology. At the same time CD-Rom versions of the same programs can be marketed. • Integrated assessment by progress tracking and uploading via the web. • Feel of ownership (avoiding the ìnot invented here syndromeî) of the program by the teacher. • Possible exchangeability of small modules between different courses. • Built in recording of student comments for improving and debugging program for the next year • Facilitated input by students (over a year by year updating). • Teachers develop expertise in using the modern and effective teaching tools. • Teachers can put into practice much more effectively than before the educational principles learned from staff development sessions such as (self paced learning, problem based learning, deep learning, constructive learning). • Student feedback (questionnaire) indicated that > 85% of students found the program modules were more effective and more ìfunî learning than traditional method