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{
    "pk": 27302,
    "title": "Who makes use of prior knowledge in a curriculum on proportional reasoning?",
    "subtitle": null,
    "abstract": "Understanding proportions is a time-intensive process that\ndoes not come cheap during late childhood and early\nadolescence. It is fostered by learning experiences in which\nstudents have opportunities to explore, discuss and\nexperiment with situations involving proportions. Children\nmust undergo many informal learning opportunities before\nthey can gain from direct instruction on proportional\nreasoning. In this study, we aimed to determine whether\nphysics curricula focusing on the concept of density prepares\nstudents for learning from a curriculum on proportional\nreasoning. A 2x2 design with the factors “physics curricula”\n(with, without) and “concept used to introduce proportional\nreasoning” (speed, density) was applied to 253 children from\n12 classrooms at the beginning of grade 5. We expected the\n“density, with physics curriculum” group to outperform the\nother three groups. However, only the students who scored in\nthe highest quartile on an intelligence measure gained from\nthe prior knowledge they had acquired through the physics\ncurricula. The results show that curricula on proportional\nreasoning are worthwhile for all students in early\nadolescence. However, more capable students can boost their\nproportional reasoning if they have the chance to acquire\nprior knowledge through a physics curriculum.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "proportional reasoning"
        },
        {
            "word": "prior knowledge"
        },
        {
            "word": "STEM"
        }
    ],
    "section": "Posters: Papers",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/6gg5g6p8",
    "frozenauthors": [
        {
            "first_name": "Daniela",
            "middle_name": "",
            "last_name": "Nussbaumer",
            "name_suffix": "",
            "institution": "University of Applied Sciences of Special Needs Education",
            "department": ""
        },
        {
            "first_name": "Christian",
            "middle_name": "",
            "last_name": "Thurn",
            "name_suffix": "",
            "institution": "ETH Zurich",
            "department": ""
        },
        {
            "first_name": "Ralph",
            "middle_name": "",
            "last_name": "Schumacher",
            "name_suffix": "",
            "institution": "ETH Zurich",
            "department": ""
        },
        {
            "first_name": "Elsbeth",
            "middle_name": "",
            "last_name": "Stern",
            "name_suffix": "",
            "institution": "ETH Zurich",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2017-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27302/galley/16938/download/"
        }
    ]
}