P-prim Model of Science Learning

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A p-prim is a simple explanatory or descriptive idea that is accepted by a person uncritically because it may be all he has even known on this subject. It is a collection of naive abstractions of simple, everyday phenomena which people observe. They are different from a mere memory of an event because it is one level removed from the event; it is an abstraction and generalization about the type of phenomenon occurring in that event. A p-prim is also different than the memory of a scientific law, because learning the law implies intentional reasoning by the student or someone else at a very high level, an “expert explanation,” if you will. P-prims are are more intuitive (and may even be unconsciously held), less formal, and can be less accurate as an explanation. See DiSessa, 1983

Questions about P-prims

  • Why doesn't diSessa talk about misconceptions?

All (maybe all) of the p-prims are valuable for some phenomena - none of them are misconceptions. The problem is that they get cued for the wrong phenomena. What needs to change is the cueing - not the p-prim. So he doesn't want to call anything a wrong concept. He uses the phrase "intuitive conceptions" or "persistent false intuitions".

Students who lack experience don't have a way to re-prioritize their p-prims.


  • Do we really learn this way?

McKlosky (1983) argues that naive physicists use a sort of impetus theory in their reasoning. This is the theory theory - students go from one theory to another sort of like how Kuhn describes a paradigm shift. diSesses argues that naive physicists have "Knowledge in Pieces" - no coherent theory but a lot of ideas that get applied differently in different situations. This is an open debate in the scientific literature.

  • How do you help students learn?

How should you re-prioritize your students p-prims? The need more experiences - demos, experiments etc. Some images (e.g. slow motion video) might help students change their models by applying different p-prims.

P-prim Examples

The Basic Force and Motion Cluster


Constraint Phenomena

  • blocking
  • bouncing
  • supporting
  • guiding
  • clamping
  • rigidity


Balance and Equilibrium

  • dynamic balance[1](Bob Fiero)
  • Abstract balance
  • dynamic im-balance
  • abstract im-balance
  • springiness
  • generalized springiness
  • equilibrium
  • equilibration
  • overcoming
  • canceling
  • recoil
  • wobbling
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