How do we learn models? Introducing the supposed range vs. real range hypothesis

How do we learn models? Introducing the supposed range vs. real range hypothesis

We present a general learning model explaining in more depth how we learn (or fail to learn) models and theories. It specifically addresses the phenomenon of preconceptions introduced by the constructivist pedagogical approach. Nature of cognitive conflicts as well as existence, birth and resolution...

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Bibliographic Details
Main Author: Frederic Robert
Format: Article
Language:English
Published: Kassel University Press 2007-12-01
Series:International Journal of Emerging Technologies in Learning (iJET)
Online Access:http://online-journals.org/i-jet/article/view/70
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spelling doaj-998acd4191e24290aa0353e39c97df0e2020-11-24T23:23:58ZengKassel University PressInternational Journal of Emerging Technologies in Learning (iJET)1863-03832007-12-0121How do we learn models? Introducing the supposed range vs. real range hypothesisFrederic RobertWe present a general learning model explaining in more depth how we learn (or fail to learn) models and theories. It specifically addresses the phenomenon of preconceptions introduced by the constructivist pedagogical approach. Nature of cognitive conflicts as well as existence, birth and resolution of preconceptions are clarified through a two-stage model based on the formalization of validity conditions of models and theories. Illustration of our hypotheses is provided by various examples, from limited-range models to wide-range scientific theories. Specific consequences on research are also discussed.http://online-journals.org/i-jet/article/view/70
collection DOAJ
language English
format Article
sources DOAJ
author Frederic Robert
spellingShingle Frederic Robert
How do we learn models? Introducing the supposed range vs. real range hypothesis
International Journal of Emerging Technologies in Learning (iJET)
author_facet Frederic Robert
author_sort Frederic Robert
title How do we learn models? Introducing the supposed range vs. real range hypothesis
title_short How do we learn models? Introducing the supposed range vs. real range hypothesis
title_full How do we learn models? Introducing the supposed range vs. real range hypothesis
title_fullStr How do we learn models? Introducing the supposed range vs. real range hypothesis
title_full_unstemmed How do we learn models? Introducing the supposed range vs. real range hypothesis
title_sort how do we learn models? introducing the supposed range vs. real range hypothesis
publisher Kassel University Press
series International Journal of Emerging Technologies in Learning (iJET)
issn 1863-0383
publishDate 2007-12-01
description We present a general learning model explaining in more depth how we learn (or fail to learn) models and theories. It specifically addresses the phenomenon of preconceptions introduced by the constructivist pedagogical approach. Nature of cognitive conflicts as well as existence, birth and resolution of preconceptions are clarified through a two-stage model based on the formalization of validity conditions of models and theories. Illustration of our hypotheses is provided by various examples, from limited-range models to wide-range scientific theories. Specific consequences on research are also discussed.
url http://online-journals.org/i-jet/article/view/70
work_keys_str_mv AT fredericrobert howdowelearnmodelsintroducingthesupposedrangevsrealrangehypothesis
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