A topic in teaching science
Deficiency 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']
Deficiency learning impediments occur because the student has never acquired the necessary pre-requisite knowledge.
In teaching science topics there is usually 'prerequisite' knowledge that sensibly needs to be taught before the new material will make sense. The learner needs to make sense of teaching in terms of relevant existing thinking if meaningful learning, learning with understanding, is to occur.
For example:
| It would be challenging to try to teach the concept of… | to someone who did not already know about… |
| transmission elements | chemical elements and the periodic table |
| electrical resistance | electrical current |
| the action of reverse transcription | D.N.A. and R.N.A. |
These examples may seem obvious, but in more subtle cases it can be useful for the teacher to use 'concept analysis' when planning the teaching of new concepts and topics.
In general, teaching of new scientific ideas requires that pre-requisite knowledge has:
- been taught
- was understood by the learner at the time
- has been consolidated in learning sufficiently to be brought to mind now
Diagnostic assessment can be used to check on student prior learning, and scaffolding tools ('PlaNKs') can be helpful in orientating learners to the relevant prior learning.
Read about diagnostic assessment
Some examples of deficiency learning impediments
Here are some examples from secondary school age learners (with links to more detailed accounts):
A compound is just a lot of different elements put together
