Physics Special Colloquium, May 9, 2005

Cognition and the Learning of Physics

Andrew Heckler

Assistant Dean, College of Mathematical and Physical Sciences, OSU

While some innovations in education have been successful, very few approaches are based on first principles of human learning. In this presentation we will review two research efforts in cognition that are directly applicable to the learning of physics. The first is a study of learning and transfer of knowledge in concrete or abstract form. This research indicates that there are important tradeoffs between concrete and abstract representations, and understanding this has important consequences for educational design. The second effort is a program in progress studying the cognitive origins of scientific misconceptions. It is proposed that some physics misconceptions stem from one of two well-studied classes of cognitive phenomena: an associative learning phenomenon called "blocking" and inferential bias. These causes will be studied in detail, as well as methods to address these biases and ultimately apply effective instruction in educational environments.

1:30 p.m., Room 4138, Physics Research Building

Reception at 1:00 p.m., Room 4138, PRB