Jump to ContentJump to Main Navigation
In Order to LearnHow the sequence of topics influences learning$
Users without a subscription are not able to see the full content.

Frank E. Ritter, Josef Nerb, Erno Lehtinen, and Timothy O'Shea

Print publication date: 2007

Print ISBN-13: 9780195178845

Published to Oxford Scholarship Online: April 2010

DOI: 10.1093/acprof:oso/9780195178845.001.0001

Show Summary Details
Page of

PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2017. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a monograph in OSO for personal use (for details see http://www.oxfordscholarship.com/page/privacy-policy).date: 27 May 2017

Learning in Order: Steps of Acquiring the Concept of the Day/Night Cycle

Learning in Order: Steps of Acquiring the Concept of the Day/Night Cycle

Chapter:
(p.119) Chapter 9 Learning in Order: Steps of Acquiring the Concept of the Day/Night Cycle
Source:
In Order to Learn
Author(s):

Katharina Morik

Martin Mühlenbrock

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780195178845.003.0009

This chapter presents a detailed model of children's explanations of where the sun goes at night. Knowledge of the day/night cycle is one of the first relatively complex sets of knowledge that all people acquire. The model shows how children progress through a lattice of possible explanations (a lattice is a partially but not completely ordered set). The task and data modeled offer an excellent basis for the investigation of order effects, with implications for modeling scientific discovery and for learning in general. It shows that some transitions are particularly difficult, that some transitions require using incomplete or incorrect knowledge, and that not all transitions are possible. It also shows that the order of learning can make a large difference in the amount that has to be learned and, perhaps more importantly, unlearned. Better orders provide about a 30% reduction in facts that have to be learned. These findings make suggestions about the instructional complexity that children, and presumably learners in general, can handle, and about the use and importance of intermediate stages of learning.

Keywords:   learning, order effects, day/night cycle, scientific discovery, order of learning

Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .