Regression in learning outcomes: Some examples from the earth sciences

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Abstract
Behavioural growth curves have been discussed by Strauss (1982) in terms of behaviours which are evident initially, later disappear, and then re‐emerge at some later point in time. This investigation considers behavioural growth curves as they relate to regression in learning, following the teaching of New Zealand students (14 years old) about rocks and minerals. A target population was monitored, using word‐association surveys, clinical interviews and repertory grid analyses. Monitoring of students determined their pre‐instructional understanding about rocks and minerals; their post‐instructional understanding (instruction consisted of nine one‐hour sessions); and their understanding, following a wait period of three months. One case study, which typified regression in learning behaviour over this time period, is considered here in detail. The assessment of students, following a three month wait period, demonstrated how their intuitive (pre‐instructional) knowledge about rocks and minerals tended to displace their formal knowledge structures that had developed through the planned teaching strategies. Thus it appeared, from this investigation, that a regression in learning is likely to occur following formal teaching episodes.

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