Triggered cognitive rupture as a way to improve learning and invention process
Cognitive rupture is the most powerful learning process, in which an initial representation of the world (= a knowledge), valid but only in a limited application perimeter, is replaced by another representation valid in a much larger perimeter. A classical example is the replacement of "the Earth is flat" by "the Earth is a spherical", but many concepts in exact sciences are prone to this process.
What makes a cognitive rupture really difficult to achieve for a student, is that the "initial" representation has always been experienced as valid to him. Hence throwing it away represents a real obstacle, which is however mandatory to access to the new, more powerful representation.
Considering a model of the knowledge where the validity range of this knowledge is centric, we aim at exploring the possibility to consciously trigger cognitive ruptures, from teacher's point of view as well as from student's point of view. The domain of electricity, not so much explored at university level, is targeted. But other exact science domains as mechanics or thermodynamics could be explored. Real teaching experiments on students should be conducted according to scientific standards, in order to improve teaching methods.
Considering that invention sometimes derives from the very same process of cognitive rupture, an additional part of the research would consist in exploring the possibility of triggering or at least favorizing scientific invention by seeking for oversized validity range of actuel knowledge.