Meanings Are Acquired from Experiencing Differences against a Background of Sameness, Rather than from Experiencing Sameness against a Background of Difference: Putting a Conjecture to the Test by Embedding It in a Pedagogical TooReport as inadecuate




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Frontline Learning Research, v1 n1 p24-41 2013

In helping learners to make a novel meaning their own, such as when helping children to understand what a word means or teaching students a new concept in school, we frequently point to examples that share the aimed-at meaning but differ otherwise. This type of approach rests on the assumption that novel meanings can be acquired through the experience of sameness against a background of difference. This paper argues that this assumption is unfounded and that the opposite is the case: we make novel meanings our own through the experience of differences against a background of sameness. We put this conjecture to the test in an experimental study by embedding it in a computer game and the results support the conjecture.

Descriptors: Novelty (Stimulus Dimension), Computer Games, Differences, Phenomenology, Cognitive Processes, Logical Thinking, Comparative Analysis, Second Language Learning, Supply and Demand, Economics, Grade 4, Foreign Countries, Pretests Posttests

European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info[at]frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index





Author: Marton, Ference; Pang, Ming Fai

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=231&id=EJ1090854







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