Analyzing the Effect of Metaconceptual Teaching Practices on Students’ Understanding of Force and Motion Concepts

Yürük, Nejla; Beeth, Michael E.; Andersen, Christopher

doi:10.1007/s11165-008-9089-6

Cited by 62 publications

(58 citation statements)

References 37 publications

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“…Meanwhile, the inquiry method may lead to the supreme conflict in students who are fond of verifying things by hands-on activities and observation. Yuruk et al (2009) pointed out that metaconceptual knowledge and processes can be classified into four components: metaconceptual knowledge, metaconceptual awareness, metaconceptual monitoring, and metaconceptual evaluation. In Chinese physics curriculum standard of the full-time compulsory education (2001), science inquiry is resolved to seven components, such as "raising a question", "guessing and hypothesizing", "drawing up a plan and designing the experiment", "carrying out the experiment and gathering the evidence", "analyzing and proving", "evaluating", "communicating and cooperating".…”

Section: Methodsmentioning

confidence: 99%

“…They are aware of there must be some changes regarding their conceptual framework in order to answer the question they proposed. In this component they had to recognize the elements of their existing conceptual structure which has been defined by Yuruk et al (2009) as metaconceptual awareness. The second component "guessing and hypothesizing" requires students to put forward hypothesis based on their experience and prior knowledge.…”

Section: Methodsmentioning

confidence: 99%

“…Various methods or strategies were suggested by science educators to help students achieve mental disequilibrium, for instance, hands-on, minds-on activities and questioning (Gomez-Zwiep, 2008), concept mapping (Horton et al, 1993;Roth & Roychoudhury, 1993), and metacognition (Georghiades, 2004;White & Gunstone, 1989). Compared to the Conceptual Change Model (Posner et al, 1982;Strike & Posner, 1992), Yuruk, Beeth, and Andersen (2009) also put forward metacognition as another theoretical framework to explain the nature of the change in learners' alternative conception.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

See 2 more Smart Citations

Effect of Different Instructional Methods on Students’ Conceptual Change Regarding Electrical Resistance as Viewed from a Synthesized Theoretical Framework

Tao

Wang

et al. 2018

EURASIA J MATH SCI T

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This study sought to investigate the effect of different instructional methods on students' conceptual change and to explore junior secondary school students' misconceptions about electrical resistance. Quasi-experimental design was employed to compare whether or not there are significant differences among various teaching methods. The participants (165 junior secondary school students in China) were enrolled in three classes instructed by the same physics teacher. This study was carried out in a synthesized theoretical framework and found that the inquiry teaching method was effective in learning about resistance. Meanwhile, didactic learning supplemented with mathematical deduction was better in developing conceptual understanding of equivalent resistance. The crux of the matter is not whether the instructional method is traditional, but whether it brings mental disequilibrium and achieves conceptual framework shift. The findings distinguished a teaching strategy rooted in cognitive psychology from a strategy derived from physics itself. It also demonstrated the importance for teachers to use strategies derived from physics to accomplish students' conceptual framework shift. Meanwhile, this study investigated the opinions held by students and found a number which had not previously been reported. Therefore, it is essential for physics teachers to probe students' misunderstanding of a certain physics concept and design corresponding teaching method to accomplish students' conceptual framework shift.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

See 1 more Smart Citation

Effect of Different Instructional Methods on Students’ Conceptual Change Regarding Electrical Resistance as Viewed from a Synthesized Theoretical Framework

Tao

Wang

et al. 2018

EURASIA J MATH SCI T

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“…Meta-cognitive thinking was found to be effective in students' performances (Boulware-Gooden et al, 2007). And it can monitor students' conceptual understanding and thinking process (Yuruk et al, 2009). In practice, the mandatory scaffold can also make tasks more tractable and productive for learners (Quintana et al, 2004).…”

Section: Linking Together: Conceptual Learning Inquiry-based Learninmentioning

confidence: 99%

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

Fan¹

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Two mixed-methods studies (a pilot study and a main study) were carried out to investigate the effectiveness of a novel inquiry-based learning method (named the Inquiry-based learning with Interactive Simulation -ILIS approach). The studies focused on 10 th grade students' conceptual understandings about force and motion in physics. In each of the studies, an explanatory mixed methods design was adapted to combine a quantitative phase with a qualitative phase. The initial quantitative phase employed a quasi-experimental method. Participants were randomly assigned to the ILIS approach (experimental group) and conventional instruction (control group) as learning methods. All participants were asked to respond to a test (modified Force Concept Inventory) and surveys (confidence in learning and inquiry process skills of hypothesising, operation, communication, and evaluation). The quantitative phase addresses the first research question: What is the effectiveness of the ILIS approach and conventional instruction respectively on student conceptual learning? The subsequent qualitative phase of each study involving interviewing participants to explore the way in which the students and teachers understood the conceptual learning in relation to potential performance achieved with the ILIS approach. The results showed significant gains in conceptual understanding about forces and motion and inquiry process skills by the experimental groups in comparison to the control groups. The students' inquiry process skills showed the same trend as conceptual learning. Confidence in learning also correlated with students' conceptual understanding. In contrast, the results showed that the conventional instruction has the same positive effect on improving students' confidence in learning as the ILIS approach. Qualitative findings induced that students in the experimental group reported individual perceptions and viewpoints. The qualitative phase involved interviews with three teachers and six students. It revealed that the ILIS approach offers meaningful benefits for students' conceptual understanding, which complements the findings from the quantitative phase. The findings suggested that the ILIS approach may have implications as a practical and effective teaching and learning method in enhancing students to develop their conceptual understanding in physics.ii Declaration by authorThis thesis is composed of my original work, and contains no material previously published or written by another person except where due reference has been made in the text. I have clearly stated the contribution by others to jointly-authored works that I have included in my thesis.I have clearly stated the contribution of others to my thesis as a whole, including statistical assistance, survey design, data analysis, significant technical procedures, professional editorial advice, and any other original research work used or reported in my thesis. The content of my thesis is the result of work I have carried out since the commencement of my research ...

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“…No toda la literatura está de acuerdo en la importancia de partir de esta insatisfacción (Potvin, Mercier, Charland y Riopel, 2011), pero nuestra posición es que para transferir es necesario esta toma de conciencia, siempre que se ayude a aceptar emocionalmente que los errores son algo normal en todo proceso de aprendizaje y que aprendemos a partir de ellos. Las personas que son conscientes de los cambios en sus ideas son menos propensas a usar sus concepciones previas, ya que este proceso de seguimiento tiene una capacidad para generar información acerca de la validez de sus ideas actuales y anteriores, así como sus justificaciones de los cambios en ellas (Yuruk et al, 2009).…”

Section: Reflexiones Finalesunclassified

La autorregulación metacognitiva como medio para facilitar la transferencia en mecánica

Lobato¹,

Puig²

2015

Rev_Eureka_ensen_divulg_cienc

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En este trabajo se analizó una actividad de evaluación inicial, en 1º de bachillerato, en la que los alumnos debían usar el modelo de mecánica newtoniana aprendido en cursos anteriores para lanzar hipótesis, justificar predicciones y argumentar conclusiones en base a los resultados de un trabajo experimental. El análisis de estas justificaciones posibilitó identificar algunas de las dificultades que se han de superar y, por otro lado, se analizaron las valoraciones de las estrategias de enseñanza orientadas a promover en los estudiantes una reflexión de tipo metacognitivo sobre cómo aplican los conceptos. Se ha comprobado que si se promueve en los estudiantes esta reflexión, el nivel de interiorización de las ideas trabajadas es mayor y mejora la coherencia entre el pensamiento y la observación.Palabras clave: Evaluación inicial; transferencia; mecánica; metacognición; autorregulación; educación secundaria. Metacognitive self-regulation as a means to facilitate transference into mechanicsIn this paper a pre-assessment activity of Newtonian mechanics for 17 year-old students is analyzed. In the activity, students need to use Newtonian mechanics to formulate hypothesis, justify predictions and draw conclusions based on the results of an experiment. The analysis of these justifications helps to identify some of the difficulties that the students encountered. The assessment of metacognitive reflection about how theoretical concepts are used is also analyzed. Results show that when students use metacognitive strategies, a deeper understanding of the ideas, as well as a better coherence in between the mental model and the observation, is identified.Keywords: Pre-assessment activity; transfer; mechanics; metacognition; self-regulation; secondary education. Introducción y objetivosEl modelo de mecánica newtoniana es útil para explicar fenómenos muy diversos y el reto de su enseñanza es que los estudiantes sean capaces de utilizarlo en situaciones y contextos diversos. Se estudia a lo largo de la secundaria, y no siempre los profesores ayudamos a construirlo teniendo en cuenta las dificultades que conlleva su aprendizaje.Hace más de 40 años que se conocen dichas dificultades (por ejemplo, los estudios de Rosalind Driver y de Laurence Viennot son de los años 70), pero lo cierto es que las metodologías de enseñanza aplicadas no han conseguido ayudar a superarlas. En este trabajo se ha estudiado la aplicación de una actividad en la que se promueve especialmente la toma de conciencia de dichas ideas y de las dificultades para transferir los modelos teóricos trabajados en cursos anteriores que, en principio, se consideraban aprendidos.Los objetivos de este trabajo son, en primer lugar, identificar las dificultades que tiene el alumnado cuando utiliza el modelo de mecánica newtoniana para argumentar, evaluar y revisar sus ideas al interpretar los datos de un trabajo experimental. En segundo lugar, analizar las valoraciones de los estudiantes de las intervenciones de enseñanza orientadas a promover en ellos una reflexión de tip...

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Analyzing the Effect of Metaconceptual Teaching Practices on Students’ Understanding of Force and Motion Concepts

Cited by 62 publications

References 37 publications

Effect of Different Instructional Methods on Students’ Conceptual Change Regarding Electrical Resistance as Viewed from a Synthesized Theoretical Framework

Effect of Different Instructional Methods on Students’ Conceptual Change Regarding Electrical Resistance as Viewed from a Synthesized Theoretical Framework

Effectiveness of an inquiry-based learning using interactive simulations for enhancing students’ conceptual understanding in physics

La autorregulación metacognitiva como medio para facilitar la transferencia en mecánica

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