In physics instruction we often begin by presenting students with an abstract principle, and then illustrating the principle with one or more examples. We hope that students will use the examples to refine their understanding of the principle and be able to transfer the principle to new situations. However, research in cognitive science has shown that students’ understanding of a new principle may become bound up with the example(s) used to illustrate it. We report on a study with physics students to see if this “specificity effect” was present in their reasoning. The data show that even students who understand and can implement a particular physics principle have a strong tendency to discard that principle when the transfer task appears superficially similar to their training example.


  • Educational Technology > General
  • Education > General

Education Levels:

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NSDL,Active Learning,oai:nsdl.org:2200/20090204193728727T,Undergraduate (Lower Division),educational aids,Higher Education,specificity effect,Problem Solving,educational technology,Physics Education Research,General,General Physics,scientific information systems,Graduate/Professional,Physics,Analogies,analogy,PERC 2008,research and development management,student experiments,Pedagogy,Optics,Computing and Information,engineering education,Education Practices,Engineering,NSDL_SetSpec_439869,refraction,physics education research,Education,optics



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