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a type of learning impediment where intended new learning is impeded because existing understanding (e.g., an alternative conception) is inconsistent with accepted scientific thinking
Read about the typology of learning impediments
[Please be aware that a word may have different nuances, or even a different meaning, according to context.]
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Author: Keith
Former school and college science teacher, teacher educator, research supervisor, and research methods lecturer. Emeritus Professor of Science Education at the University of Cambridge.
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