Interference of Instrumental Instruction in Subsequent Relational Learning
By D. Pesek, David H. Kirshner. 2000
130 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/4c3b1f5b24595e83d15a69f7692000ea7122a643
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Bethany Rittle-Johnson
- Jon Star
- Michael Schneider
- C. Sáenz
- Max Scheja
- Kerstin Pettersson
- D. Hurrell
- Kristie J. Newton
In Education
- D. Hurrell
- Michael Schneider
- Bethany Rittle-Johnson
- Jon Star
- C. Sáenz
- Max Scheja
- Kerstin Pettersson
- Randall E. Groth
Citations in the corpus
- Transformation and contextualisation: conceptualising students’ conceptual understandings of threshold concepts in calculus (2010, result): “This position, however, runs contrary to other research stances (e.g. Skemp 1976; Pesek and Kirshner 2000) which have argued that procedural knowledge tend to obstruct the development of conceptual knowledge, and hence that teaching should concentrate on fostering conceptual rather than instrumental”
- Conceptual Knowledge OR Procedural Knowledge or Conceptual Knowledge AND Procedural Knowledge: Why the Conjunction is Important to Teachers (2021, background): “Attitudinal interference is where a student’s previously acquired opinions and attitudes block comprehensive engagement with a topic and therefore impede potential for learning (Pesek & Kirshner, 2000).”
- Not a One-Way Street: Bidirectional Relations Between Procedural and Conceptual Knowledge of Mathematics (2015, background): “instruction to only conceptual instruction (Pesek and Kirshner 2000).”
- The role of contextual, conceptual and procedural knowledge in activating mathematical competencies (PISA) (2009, background): “Pesek and Kirshner (2000) warn that the emphasis on procedural learning with a superficial conceptual base could interfere with the development of a sophisticated conceptual understanding.”
- Preservice Elementary Teachers' Conceptual and Procedural Knowledge of Mean, Median, and Mode (2006, background): “Some take the perspective that learning procedures before concepts interferes with attaining conceptual understanding (Byrnes & Wasik, 1991; Mack, 1990; Pesek & Kirshner, 2000; Skemp, 1987; Wearne & Hiebert, 1988).”