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Strukturen und Prozesse intelligenter Systeme pp 179–196Cite as

Direkt und indirekt vermittelte Transferleistungen beim Erwerb konzeptuellen Wissens in der Physik

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Part of the book series: Studien zur Kognitionswissenschaft ((SZKW))

Zusammenfassung

Untersuchungen zum Problemlösen und Lernen in der Physik haben immer wieder gezeigt, daß Schüler bereits tief in ihren Alltagserfahrungen verankerte Vorstellungen über naturwissenschaftliche Phänomene und Konzepte besitzen, bevor diese im Schulunterricht behandelt werden. Vielfach stimmen diese Vorstellungen in zentralen Aspekten nicht mit den naturwissenschaftlichen Sichtweisen überein (etwa Halloun & Hestenes, 1985; McCloskey, Caramazza & Green, 1980).

Die in diesem Beitrag berichteten Arbeiten wurden durch den Deutschen Akademischen Austauschdienst (DAAD) und der Office of Naval Research unter dem Geschäftszeichen N00014-88-K-0086 unterstützt. Wir danken Michelene Chi und ihren Kollegen dafür, daß sie uns die Daten ihrer empirischen Untersuchung zur Verfügung gestellt haben.

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Authors
  1. Rolf Plötzner
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  2. Kurt VanLehn
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Editor information

Editors and Affiliations

  1. Institut für Kognitionsforschung, Universität der Bundeswehr Hamburg, Postfach, 22008, Hamburg, Deutschland

    Rainer H. Kluwe

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© 1997 Deutscher Universitäts-Verlag GmbH, Wiesbaden

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Plötzner, R., VanLehn, K. (1997). Direkt und indirekt vermittelte Transferleistungen beim Erwerb konzeptuellen Wissens in der Physik. In: Kluwe, R.H. (eds) Strukturen und Prozesse intelligenter Systeme. Studien zur Kognitionswissenschaft. Deutscher Universitätsverlag, Wiesbaden. https://doi.org/10.1007/978-3-322-95358-2_8

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  • DOI: https://doi.org/10.1007/978-3-322-95358-2_8

  • Publisher Name: Deutscher Universitätsverlag, Wiesbaden

  • Print ISBN: 978-3-8244-4229-4

  • Online ISBN: 978-3-322-95358-2

  • eBook Packages: Springer Book Archive

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