Answer to Question 1
Concept learning is a complex cognitive process, because many concepts don't have well-defined characteristics that can be described with rule-driven theories. For instance, the concept near only exists in relation to the concept far, and the concept up only exists in the context of the concept down. Further, learners tend to center on a single characteristic of concepts instead of realizing that all the essential characteristics must be present in an example. Further, learners will sometimes focus on a salient characteristic such as concluding that adverbs are words ending in ly instead of recognizing that they must modify verbs, adjectives, or other adverbs. This suggests that context is essential in concept learning.
Answer to Question 2
Factors that contribute to people constructing misconceptions include language, appearances, and intuitive appeal. For instance, with respect to language, we refer to lead and mercury as heavy metals, which can lead to misconceptions about relationships between the concepts weight, mass, and density. And we describe the Sun and Moon as rising and setting. Further, the Sun and the Moon both appear to rise and set as they move across the sky, which can lead children to believe that they revolve around the Earth. As an example of intuitive appeal, the idea of students' individual learning styles is intuitively appealing, and many educators continue to believe it is important.
Gram Stain Concept Map
An old concept of genetic transmission—a homunculus in a sperm cell.
How to divide imaginary terms and complex numbers
Structure of the F0F1 complex
The General Process of Sensation
Nitrogen dioxide decomposes at 300°C via a second-order process to produce nitrogen monoxide ...