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)
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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
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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 !