A topic in teaching science
Grounded 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']
Grounded learning impediments occur when learners have alternative conceptions that influence how they understand teaching.
Teaching complex conceptual material (as happens a lot of the time in science) relies upon students already having more basic prerequisite knowledge. If learners have 'misconceptions' of the underlying science then they are likely to interpret new teaching to fit those existing ideas.
For example, when students are first introduced to the concept of atomic ionisation, they may assume that an atom of sodium or potassium will spontaneously ionise if they hold the very common alternative conception that a species that has an outer octet or full outer shell of electrons is always more stable that one that does not (they may even inappropriately suggest a sodium atoms 'wants' or 'needs' to lose an electron).
A student who is told that all organisms respire may not make sense of this in relation to plants if they think that 'respiration' means breathing.
Some examples of fragmentation learning impediments
Here are some examples from secondary school age learners (with links to more detailed accounts):
Atoms within an element don't need to be bonded because they're all the same sort
Current only slows down at the resistor – by analogy with water flow
In a molecule, the electron actually slots into spaces
In a sponge, the particles are spread out more, so it can absorb more water
In ionic bonding, they both want to get full outer shells
Iodine's got a larger force that lithium, so it will pull towards the lithium more
Light is actively bounced out of the eye towards objects, so we can see
Liquid iron stays a liquid when heated
Sleep, like food, can give us a bit more energy
The Sun would pull more on the Earth…[than the Earth pulls on the Sun]
