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  1. Comments: Gated by NETNEWS@AUVM.AMERICAN.EDU
  2. Path: sparky!uunet!europa.asd.contel.com!paladin.american.edu!auvm!PHYSICS.PURDUE.EDU!DANMAC
  3. Approved-By:  "EDTECH Moderator" <21765EDT@MSU.BITNET>
  4. Message-ID: <EDTECH%92111100512076@OHSTVMA.ACS.OHIO-STATE.EDU>
  5. Newsgroups: bit.listserv.edtech
  6. Approved: NETNEWS@AUVM.AMERICAN.EDU
  7. Date:         Wed, 11 Nov 1992 00:33:55 EST
  8. Sender:       "EDTECH - Educational Technology" <EDTECH@OHSTVMA.BITNET>
  9. From:         "Daniel L. MacIsaac" <danmac@physics.purdue.edu>
  10. Subject:      re: education and virtual reality
  11. Lines: 28
  12.  
  13. >>
  14. >>  From:         "M. Young" <MYOUNG@UCONNVM.BITNET>
  15. >>
  16. >>  I disagree with STANKULI@UWF when he states that VR is just for
  17. >>  "low level" sensory information.  Recent ideas in cognitive psychology
  18. >>  suggest that ALL learning (including higher level conceptual
  19. >>  understanding) is "situated" in perceptual learning and experience.
  20. >>
  21. I believe this assertation runs contrary to much of the current thought in
  22. the philosophy of science (and of science education).  While people are thought
  23. to learn starting from the concrete and moving to the abstract (eg Piagetian
  24. psychogenesis); "situating" all learning in perceptual learning and experience
  25. seems quite positivistic or empiricist.  There are serious counter arguments
  26. to this position.
  27.  
  28. Not that I'd ever disagree with cognitive psychology, of course :^).
  29.  
  30. "Indeed, from childhood we have become familiar with the appearance of physical
  31. equations in non-Cartesian systems, such as polar coordinates, and in non-
  32. inertial systems, such as rotating coordinates..."
  33.                         - Steven Weinberg, Gravitation & Cosmology, p 92
  34. Dan MacIsaac, Grad student in Physics & Science Ed, danmac@physics.purdue.edu
  35.  
  36.  
  37. >>
  38. >>    Consider the "mental models" used by experts when solving physics
  39. >>    problems.
  40. >>
  41.