Unlearning Aristotelian physics: a study of knowledge-based learning |
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Authors: | Andrea A. DiSessa |
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Affiliation: | Division for Study and Research in Education Massachusetts Institute of Technology Cambridge, MA, USA |
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Abstract: | A study of a group of elementary school students learning to control a computer-implemented Newtonian object reveals a surprisingly uniform and detailed collection of strategies, at the core of which is a robust “Aristotelian” expectation that things should move in the direction they are last pushed. A protocol of an undergraduate dealing with the same situation shows a large overlap with the set of strategies used by the elementary school children and thus a marked lack of influence of classroom physics training on this student's naive physics. The data from these two studies are pooled and elaborated into a “genetic task analysis” of how one might come to understand Newtonian dynamics as a more or less natural evolution from the naive state. |
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