Potential Abstract:
In recent years, there has been a growing interest in the application of connectionist models to explore the role of cognitive biases in shaping individuals’ understanding of complex scientific concepts, particularly within the realm of education. This study delves into the intersection of cognitive biases and Keynesian theories in the context of science education. By employing a connectionist framework, we investigate how individuals’ prior knowledge and biases influence their learning and comprehension of Keynesian economic principles, a topic with significant implications for both economic and educational policy.
Through a series of computational simulations and empirical studies, we aim to uncover the specific cognitive biases that may hinder or facilitate students’ grasp of Keynesian theories in the science classroom. By elucidating the underlying mechanisms through which these biases operate, we seek to provide educators and curriculum developers with valuable insights into how to design more effective instructional strategies that account for and mitigate the impact of cognitive biases on learning outcomes. This research contributes to a deeper understanding of the complex interplay between cognitive processes, educational practices, and economic theories, shedding light on the potential implications for teaching and learning in science education.
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