IMPLICIT KNOWLEDGE & BELIEFS ABOUT LEARNING

IMPLICIT KNOWLEDGEImplicit knowledge/ learning proceeds without

making demands on central attentional resources. Thus, the resulting knowledge is sub-symbolic, reflecting statistical sensitivity to the structure of the learned material.

The learner remains unaware of the learning that has taken place, although it is evident in the behavioral responses which are made by the individual. Thus, learners cannot verbalize what they have learned.

Past experiences influence perceptions, thoughts & actions without awareness that any information from past is accessed

IMPLICIT KNOWLEDGE

Learners have minds of their own and may follow their own inclinations, irrespective of the nature of the instruction they receive

Involves acquiring skills and knowledge without conscious awareness, that is, automatically and with no conscious attempt to learn them.

IMPLICIT KNOWLEDGE: FEATURES Implicit knowledge is intuitive Implicit knowledge is procedural and not declarative Available through automatic processing It is only evident in learners’ verbal behavior but

cannot be verbalized There are limits on most learners’ ability to acquire

implicit knowledge

BELIEFS ABOUT LEARNINGHumans want to learnLearning is an essential, innate,

ongoing, and lifelong processLearning is a process of making meaning of the worldLearners are unique and they are responsible for their

own learningLearning depends on being able to connect prior

knowledge, perceptions or patterns of experience to new experiences, new information, and contexts

Learning is profoundly influenced by social relationships

BELIEFS ABOUT LEARNING

Learning is significantly affected by emotionsSelf-perception directly affects motivation and

learningLearning is more effective when information is

embedded in purposeful and meaningful experiences and interactions

Learning is enhanced when learners are aware of how thinking and learning occur (meta-cognition), which gives learners increased control over their learning

Learning is demonstrated when learners can apply their understandings in new situations in flexible and thought-provoking ways

Learning is complex and non-linear

FORMATION OF MISCONCEPTIONSMisconceptions are not unusualIdeas formed on the basis of daily experiences may

not be always correctPreviously learned theories may not be helpful in

understanding new concepts/ theoriesMisconceptions can be very entrenched in student

thinking and may impede learning.Misconceptions tend to be very resistant to

instructions.In such a scenario, conceptual change in student

knowledge is required

DEMYSTIFYING MISCONCEPTIONSAssessing PreconceptionsBuilding on Preconceptions. It should be:

PlausibleHigh QualityIntelligibleExtensive and applicable

Using Bridging Analogies by using concrete examples for a connected sequence in the following order:

AnchorIntermediate examplesTarget Situation

Model Based Reasoning

STRATEGIES

Representing thinking through interactive discussion

Elicit students’ prediction on the topic followed by demonstration which tests the prediction

Provide opportunities for reflective enquiry and assessment

Question

Predict

Experiment

Model

Apply

Reflective Assessment