Ashasbeenthecasewithmanystudiesinthepreparationforfuturelearningparadigm,SchwartzandMartin (2004) madeuseofdifferences (contrasts) ontwolevels:betweentheconditionsinventing (SituationA1) andbeingtold (SituationB),ontheonehand,andwithinconditionA1 (usingcontrastingcasesininventing),,thelearnersnoticeddifferencesthatwerecriticalfordistinguishingbetweenthem.
,, (thatwhichislearned) andwhatisdiscernedinthesituation (thefeaturesofthesituationtowardwhichtheactsaredirected) arenotseparate.
Onecannotdiscernwithoutsomethingbeingdiscernable,,learningaboutcentraltendencyorvariability,forinstance,amountstolearningtodiscerncentraltendencyandvariabilityinthedistributionsoneencountersinthefuture.
WhyUnderstandingofOneTheoryisNecessaryfortheUnderstandingofAnotherTheory
,forinstance,difficult,ifnotimpossible,? :thus,bycontrast (andparadoxicallyformany),learningabouttheAristotelianparadigmofforce-motionrelationshipfortifiesunderstandingofitsNewtoniancounterpart,theCartesianinterpretationofweighthelpsstudentstounderstandNewtoniangravitation,theideaofabsolutespace-timerevealsthemeaningoftherelativisticconception,thegeocentricworldsystemfacilitatesunderstandingoftheheliocentricmodel...(Tseitlin ＆ Galili,2004)
AristotleandNewton
