Changing Conceptions in E-Learning: Debates and Dialogues PROCEEDINGS
Derek A. Muller, University of Sydney, Australia ; John Eklund, Access Testing, Australia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Conceptual change is widely acknowledged as one of the most significant obstacles to effective science education. Exactly what constitutes this complex process, however, is still in debate. In this paper, the most successful methods by which conceptual change has been achieved are briefly explored. We propose a less common method for restructuring preconceptions in e-learning: student observation of dialogue informed by misconception research. Vicarious learning, as this method is often termed, has both theoretical and empirical support. It validates students' previous conceptions and concerns and allows students to consider both sides of a learning dialogue without the pressure of being active participants. Preliminary results from the domain of quantum mechanics suggest that vicarious learning can have a more enduring impact on student conceptions than traditional expository approaches.
Muller, D.A. & Eklund, J. (2006). Changing Conceptions in E-Learning: Debates and Dialogues. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1360-1367). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 21, 2018 from https://www.learntechlib.org/p/23899/.
© 2006 Association for the Advancement of Computing in Education (AACE)