In-depth learning and progression Sten Ludvigsen, Dept. of Education, University of Oslo

Learning metaphors

Learning metaphors

Learning metaphors

Learning metaphors - Distributed cognition

Learning metaphors

Learning metaphors

Multiplicity – students perspetices

In-depth and progression

Policy context

Curriculum overload • Curriculum «A mile wide and an inch deep»

(Smith et al., 1996, s. 68)

– Information overload

– Inquiry takes to much time

– Experiment is relevant, but one can’t be sure if the experiences become transformed to concepts

– Forms of assessment

Design based research • Designing for in-depth orientation

– Hard-to-learn problems

– Generative ideas and principles

– Over several weeks

Conceptual change • Stimulate students motivation for science

• Pictures, fun experiments, using stand alone applications from the web - such tools can support and hamper students understanding

In-depth learning and progression

• Structure

– Empirical examples

– Conceptual issues and differences

Deep versus surface

• Design (M. Linn et al)

• 13 weeks • 10 weeks • 8 weeks • 6 weeks • Recommmendation 1-2 weeks

• 3000 students – multiple choice, knowledge

integration items and qualitative methods

• What can time mean for learning concepts – within a conceptual systems

– Problem: Overload with regards to themes – and relation between themes (prior knowledge, connecting, transfer ….)

– Natural science

– US 65 themes grade 8

– Japan 5 themes grade 8

– Norge – closer to the US than Japan

• Theme: thermodynamic

• Insulation, conduction and heat flow

• Heat, energy and temperature

• Thermal equilibrium

Deep versus surface

Deep versus surface Heat, energy and temperature

Deep versus surface Insulation, conduction and heat flow

Deep versus surface

• Summary – Study of one student – 12 weeks – ’Thermodynamics’ – 70-90% of the students develops

normative ideas within the themes – Reduction of time with 50% then the reduction goes down…..

• To develop good normative understanding – approx. 8

weeks

• Students patterns can continue …. Transfer

Conceptual change • Post-Piaget

• Conceptual change

• Theories – models of phenomenon

• Fragments that can be connect – intuitions

– Intuitions, ideas, preduice etc

Conceptual change • Three perspectives:

• Coherent understanding – theory- models

• Fragments that need to be connected – knowledge in pieces

• Appropriation – connection based on relevance

Conceptual change • Phenomenological primitives

• Narrative structures

• Epistemological elements

• Mental models

• Stages of development

Conceptual change

• Reorganize, reconnect, and sort out ideas

• What does integration means?

Conceptual change • Curiosity can create motivation to:

– Investigate, observe, connect and ask questions

– Critical factor: time to deeper learning

• How do regular classroom activities look like?

Deep and surface learning

Learning knowledge deeply (from the learning sciences)

Traditional knowledge practices (studies of the last 30 years across cultures)

Deep learning requires that learners relate new ideas and concepts to previous knowledge and experience

Learners treat course material unrelated to what they already know

Deep learning requires that learners integrate their knowledge into conceptual systems

Learners treat course material as disconnected bits of knowledge

Deep learning requires that learners look for patterns and underlying principles

Learners memorize facts out of procedures without understanding how and why

Deep learning requires that learners evaluate new ideas, and relate them to conclusions

Learners have difficulty making sense of new ideas that are different from what encountered in the textbook

Deep learning requires that learners understand the process of dialogue through which knowledge is created, and they examine the logic of an argument critically

Learners treat facts and procedures as static knowledge, handed down from an all-knowing authority

Deep learning requires that learners reflect on their understanding and their own processes of learning

Learners memorize without reflecting on the purpose of their own learning strategies

• Thank you for the attention !