著者
麻柄 啓一
出版者
一般社団法人 日本教育心理学会
雑誌
教育心理学研究 (ISSN:00215015)
巻号頁・発行日
vol.44, no.4, pp.379-388, 1996-12-30 (Released:2013-02-19)
参考文献数
16

Many people nourish a misconception that vacuums draw substance into them. But vacuums can never draw anything. In fact, air presses substance. This study aimed at investigating why it is difficult for learners to rectify such misconception, by using specially devised questions. Subjects were undergraduates. The main results were as follows; (1) Once their misconception was provoked, most Ss unintentionally tried to modify their knowledge on the amount of air pressure in such a way as not to contradict their misconception.(2) Even when they were instructed in advance to use the relevant knowledge they had, their misconception couldn't be replaced by the correct concept.(3) But the reasoning process based on the relevant knowledge could be activated under a certain type of questions.(4) So we might infer that two contradictory reasoning processes could coexist in cognitive structure in learners.

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「学習者の誤った知識はなぜ修正されにくいのか」(麻柄 啓一) こちらはピストンの「真空が引く力」(という誤解)の話。 結構、驚くべき結果ですよ
#超算数 ちなみにちなみに、麻柄氏は 麻柄啓一「学習者の誤った知識はなぜ修正されにくいのか」『教育心理学研究』第44巻第4号 (1996年)、379-388ページ。https://t.co/Ik3CvVMqyp という論文を始め、【学習者の誤った知識】に関心しているのだが、カリキュラムが誤った知識を植え付ける事態は想定?

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