The Mismatch between Assumed Prior Knowledge and the Learner's Conceptions: A typology of learning impediments

By Keith Taber. 2001

125 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d2c4bdd1c9f784a18901c6cf3ce58ee44bc0c6b2

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

1. Natalie R. Nielsen
2. Susan Rundell Singer
3. H. Schweingruber

In Education

1. Natalie R. Nielsen
2. Susan Rundell Singer
3. H. Schweingruber

Citations in the corpus

• Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “Some incorrect ideas are induced by instruction ( Wandersee, Mintzes, and Novak, 1994), perhaps because students have no previous experience with the phenomenon in question— representing the atomic scale, for example (Taber, 2001)—because students overgeneralize from instructional analogies (Jee et ”
• Learning at the Symbolic Level (2009, unknown): “Sometimes the conventional symbolic representations we use in chemistry may act as such ‘pedagogic’ learning impediments ( Taber, 2001a ).”