The Effect of Teaching Contrasting Concepts on Long-term Learning of Science Concepts
Long-term learning of Science concepts
Abstract
The purpose of the current study is to make the concept of inertia comprehensible by examining it in relation to its contrasting and similar concepts and to discuss the effect of introducing contrasting concepts in concept teaching on long-term learning. The study employs a document analysis method. In the study, relevant documents containing the concept of inertia and its contrasting and similar concepts were examined using a descriptive analysis approach. In the study, the claim that supporting conventional concept teaching with a concept pool to be developed may be beneficial is discussed. Explaining concepts and providing appropriate examples through a concept pool strategy that includes main, contrasting and similar concepts may contribute to the permanent learning of the main concept. Moreover, presenting multiple concepts together may enable students to develop an intellectual perspective.
Keywords: Inertia; evolution; science; concept pool; concept learning
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