Dr. Keith S. Taber
Publication:
Taber, K. S. (2001)
The mismatch between assumed prior knowledge and the learner’s
conceptions: a typology of learning impediments
Educational Studies, 27 (2), 159-171
Abstract:
This paper considers some of the reasons why motivated students
in suitable learning environments may fail to learn from competent teachers.
It draws upon work in the psychology of learning, and the considerable body
of research that has been undertaken to explore the nature and origin of
learners' alternative conceptions in science. A synthesis of ideas from this
previous work suggests a simple typology of 'learning impediments' in terms
of the mismatch between the learner's cognitive structure and the teacher's
expectations. It is suggested that this classification system may be a useful
tool that, alongside techniques to probe prior knowledge, can help teachers
diagnose and overcome such impediments to intended learning, and thus make
teaching more effective. Although deriving from research into the learning
of science, it is suggested that the typology can be applied to conceptual
learning across the curriculum.