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Use of Inappropriate and Inaccurate Conceptual Knowledge to Solve an Osmosis Problem
Author(s) -
Zuckerman June Trop
Publication year - 1995
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1995.tb15744.x
Subject(s) - salient , misrepresentation , computer science , concept learning , spurious relationship , management science , mathematics education , artificial intelligence , mathematics , machine learning , engineering , political science , law
Two outstanding high school science students each generated a correct answer to an osmosis problem. The solution processes are noteworthy because the problem solvers did not blindly use algorithms. They relied, instead, on conceptual knowledge which was inaccurate and inappropriate to the problem. They thought the osmosis problem was about air pressure, and some of their knowledge about air pressure was inaccurate. Thus, even when students rely on conceptual knowledge to solve a problem, correct answers need not indicate adequate understanding. Characteristics of the problem solvers, salient properties of the problem that could contribute to the problem misrepresentation, and spurious correct answers are identified. Finally, some instructional recommendations and research questions are presented.