Theoretical understanding is preceded by an awareness of insufficient knowledge¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Learners described being confronted with gaps in understanding and a feeling of disequilibrium before deeper theoretical understanding developed. → Fiock 2022

Evidence¶

Fiock 2022¶

Fiock, H., Meech, S., Yang, M., Long, Y., Farmer, T., Hilliard, N., Koehler, A. A., & Cheng, Z. (2022). Instructional design learners make sense of theory: a collaborative autoethnography. Education Tech Research Dev. https://doi.org/10.1007/s11423-021-10075-8

q2 · i? · qualitative · r3

Reflexive narrative from the CAE study: Sally reflects on cognitive stasis and "the feeling of disequilibrium" pervading her sensemaking process.

"I was frustrated because despite all this information, I just didn't get it… the feeling of disequilibrium was really on the fringes of every part of the process."

Discussion¶

Related Claims¶

• The greater the reorganization of prior knowledge required, the harder new information is to acquire — related
• Student misconceptions can be read as knowledge elements that serve in some contexts and are refined and reorganised during learning, rather than as strongly held flawed ideas that instruction must confront and replace — related
• Instruction that confronts science misconceptions (conceptual-conflict interventions, refutation text) produces conceptual change more often than standard exposition — related
• Invention Tasks Prepare Future Learning — related