A model of concept learning in physics

Abstract

Learning concepts in physics is difficult due to the often simultaneous presence of misconceptions. We have developed a dynamic model of concept learning, which includes the dynamics of misconceptions. In its simplest form the model simulates the learning of the concept and the unlearning of the misconception with a two-dimensional differential equation system. Themajor conclusion from our model simulations is that while teaching a concept, misconceptions should be intensively addressed. Rapid decay of concept knowledge observed in experiments after concept teaching is explained in our model with the persistent presence of a high level of misconception.