A topic in teaching science
Associative learning impediments are one type of learning impediment – that is, one type of 'bug' that can occur in the 'teaching-learning system'.
[Read about 'Types of learning impediments']
Learning of complex conceptual material, such as scientific theories, relies on how the human brain is effective at making associations. Science teachers relies upon being able to build more advanced ideas based on previously taught more basic ideas (pre-requisite knowledge). For learning to be effective, the learner has to associate teaching with the relevant prior learning – to make good sense of it.
This can go wrong is the prerequisite learning is missing (a deficiency learning impediment), contains alternative conceptions that distort the teacher's meaning (grounded learning impediments), or is not brought to mind by the learner (fragmentation learning impediments).
However, sometimes learners make connections that were not intended: and interpret teaching in terms of aspect of their existing knowledge and thinking that were not what the teacher intended – associative learning impediments.
Some examples of associative learning impediments
Here are some examples from secondary school age learners (with links to more detailed accounts):
A chemical bond would have to be made of atoms
A salt grain is a particle (but with more particles inside it)
Creating an explanation for the soot from Bunsen flames
Electrical resistance depends upon density
The nucleus is the brain of the cell
