Interpretation of Scientific or Mathematical Concepts: Cognitive Issues and Instructional Implications

Abstract

Scientific and mathematical concepts are significantly different from everyday concepts and are notoriously difficult to learn. It is shown that particular instances of such concepts can be identified or generated by different possible modes of concept interpretation. Some of these modes use formally explicit knowledge and thought processes; others rely on less formal case‐based knowledge and more automatic recognition processes. The various modes differ in attainable precision, likely errors, and ease of use. A combination of such modes can be used to formulate an “ideal” model for interpreting scientific concepts both reliably and efficiently. Comparisons are made with the actual concept interpretations of expert scientists and novice students. The discussion elucidates some cognitive and metacognitive reasons why the learning of scientific or mathematical concepts is difficult. It also suggests instructional guidelines for teaching such concepts more effectively.