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IPN Colloquium on June 27th, 2018: Longitudinal Learning Dynamics and the Growth of Conceptual Abstraction

June 20th, 2018

On Wednesday, June 27th, 2018, Prof. Ross Nehm from Stony Brook University, Department of Ecology & Evolution, New York, will present: Longitudinal Learning Dynamics and the Growth of Conceptual Abstraction.

The event is open to the public.

Time: 11:00 a.m.

Location: IPN room 113, Olshausenstr. 62, 1st floor

Abstract:
Studies of evolutionary reasoning patterns across age groups, nations, and expertise levels have revealed that knowledge is fragmented and idiosyncratically evoked in particular types of evolutionary situations and contexts. Robust explanatory models (normative or naïve) have been shown to be the exception in novice learners. A goal of science education is to foster the development of robust, abstract models of natural phenomena that are divorced from particular instances and exemplars. This talk will discuss longitudinal patterns (over 15 weeks) of conceptual growth within the same evolutionary problem type presented in different situational contexts. The large sample (> 1000) affords detailed empirical analyses of learning patterns and their relationship to an instructional intervention. The intervention—discussions about why non-normative ideas fail to account for evolutionary change—had a significant and positive impact on learning. Nevertheless, the growth of conceptual abstraction was slow, and appeared to continue long after the intervention, as revealed by delayed post-tests.