Learning and computers
A theoretical examination of the epistemological presuppositions of current educational practice is presented and contrasted with the Genetic Epistemology of Jean Piaget. Piaget's theory holds that the neophyte builds knowledge by subjecting previously established knowledge to an interaction with the environment. New objects are assimilated to current knowledge structures and the knowledge structures are accommodated to the objects. This proposition of Genetic Epistemology constitutes a particular formulation of a more general method of knowledge construction through an active process of hypothesis generation and hypothesis testing. A survey of the history of technological development from primitive society to the beginnings of modern chemistry and physics demonstrates that, in the absence of definite information, humans have a propensity for generating hypothesis when faced with novel occurrences. These hypotheses may be more or less fantastic in form. Modem day children exhibit a tendency to generate explanations of natural events which reveal a tendency for animism. These explanations are initial working hypotheses. The implications for education are two-fold. The neophyte approaches a novel problem with a history of hypotheses generated in the absence of scientific explanation. These constitute the subject's beliefs and prejudices. If these beliefs contradict the new information and they are not addressed at their own level, they may hinder the learning process. The second implication is that learning through hypothesis generation and hypothesis testing may be more effective than the more traditional method of instruction which consists of a top down presentation of material. This theme is further considered in the light of the scientific methodology. Karl Popper's suggestion that science progresses through a process of conjecture and refutation provides addition evidence for the central thesis. Another implication of this is that if scientists are trained through hypothesis generation and testing, they receive implicit training on method. Computers can be used to facilitate such a training method. Virtual laboratories, that are more or less constrained, could be constructed to allow students to conduct experiments quickly, easily, and safely. Simulation would facilitate the testing and elimination of hypotheses as necessary, and knowledge structures could be built through a process of conjecture and refutation. Thesis Supervisor: Professor John R. Williams Title: Associate Professor of Civil and Environmental Engineering