A topic in teaching science
Fragmentation 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']
Fragmentation learning impediments occur when the student may simply not recognise how their existing ideas are relevant to what is being taught. So as a teacher, it may be useful to be really explicit about how what is being taught today builds on or relates to what has been taught before – even when this seems really obvious form the teacher's perspective (see the examples below).
Conceptual integration is not only characteristic of the sciences (where ideas are especially valued when they can be understood as subsuming several other ideas, and may be seen as unconvincing when they seem inconsistent with other knowledge), but support developing understanding, and so make ideas easier to bring to mind and to apply later.
Some examples of fragmentation learning impediments
Here are some examples from secondary school age learners (with links to more detailed accounts):
A student who consider single bonds were different to covalent or ionic bonds.
A student who thought that [biological] cells might be about ten times larger than atoms.
