Conceptual Change Through the Lens of Newtonian Mechanics

Rowlands, Stuart; Graham, Ted; Berry, John; McWilliam, P. J.

doi:10.1007/s11191-005-1339-7

Cited by 20 publications

(19 citation statements)

References 48 publications

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“…Conceptual change is the restructuring of an individual's prior conceptions so that they are aligned with widely accepted scientific viewpoints (Vosniadou, 2007). The documentation of misconceptions in physics was a seminal achievement of early conceptual change research (Rowlands et al, 2007). Indeed, conceptual change is often described as the repairing of misconceptions (Chi & Roscoe, 2002).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…However, the subject area in which students hold the largest number of misconceptions is physics (Duit & Treagust, 2003; Stewart, Griffin, & Stewart, 2007). Furthermore, the bulk of these misconceptions are found in mechanics (e.g., Reiner, Slotta, Chi, & Resnick, 2000; Rowlands, Graham, Berry, & McWilliam, 2007), the branch of physics concerned with the behavior of physical bodies when they are subjected to various forces and displacements (Synge, 2008). When studying mechanics, students in introductory‐level physics courses have been found to have significant misconceptions about important topics such as work, motion, and force (e.g., Savinainen, Scott, & Viiri, 2005; Slotta & Chi, 2006).…”

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confidence: 99%

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A structural equation model of conceptual change in physics

Taasoobshirazi

Sinatra

2011

J Res Sci Teach

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A model of conceptual change in physics was tested on introductory‐level, college physics students. Structural equation modeling was used to test hypothesized relationships among variables linked to conceptual change in physics including an approach goal orientation, need for cognition, motivation, and course grade. Conceptual change in physics was determined using gains from pre‐ to post‐administration of the Force Concept Inventory (FCI). Results indicated that need for cognition and approach goals had a significant influence on motivation. Motivation influenced change scores on the FCI both directly, and indirectly, through course grade. Finally, course grade directly influenced conceptual change. The implications of these findings for future research and developing students' conceptual change in physics are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 901–918, 2011

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Section: Theoretical Frameworkmentioning

confidence: 99%

mentioning

confidence: 99%

A structural equation model of conceptual change in physics

Taasoobshirazi

Sinatra

2011

J Res Sci Teach

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“…According to Rowlands et al 2007: '''misconceptions' of force and motion are fundamental because understanding the Newtonian concept of force and motion is essential in understanding the system as a whole'' (p. 31). One typical issue of this problem concerns the relationship between force and velocity, which is sometimes expressed as F = mv.…”

Section: Some Educational Implicationsmentioning

confidence: 99%

On the Concept of Force: How Understanding its History can Improve Physics Teaching

Coelho

2009

Sci & Educ

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Some physicists have pointed out that we do not know what force is. The most common definition of force in textbooks has been criticized for more than two centuries. Many studies have shown that the concept of force is a problem for teaching. How to conceive force on the basis of the concepts and criticism of force in the works of Newton, Euler, d'Alembert, Lagrange, Lazare Carnot, Saint-Venant, Reech, Kirchhoff, Mach, Hertz and Poincaré is the question of the present article. This part of the article is followed by an overview of definitions of force in contemporary textbooks. In the next part, an answer to the question is given: how to understand force within the framework of the laws of motion and in applications. Finally, some educational implications are considered.

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“…Moreover, the development of schema is associated to early learning experiences (Graham et al, 2012). The association suggests that the ability of a person to interpret a certain phenomenon is related to the appropriateness of the schemas that have been developed from past learning experiences (Rowland et al, 2007). The implication suggests that exposures to science and math courses from the past learning experiences could serve as a good parameter to estimate the appropriateness of schemas needed to interpret problems in Newtonian mechanics.…”

Section: Introductionmentioning

confidence: 99%

The Role of Math and Science Exposure on the Effect of 5e Instructional Model in Physics Conceptions

Bahtaji

2021

JBSE

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5E instructional model is commonly utilized in science teaching to promote conceptual learning. However, the benefit of 5E instructional model cannot be fully attained if the knowledge and skills essential to learning were not properly established from past. Similarly, the development of new concepts cannot be fully attained if the important processes inculcated in the 5E model were not considered in teaching. In this research, the effects of 5E model instruction and previous learning experiences on the conceptual learning of students in Newtonian mechanics were evaluated. Using 2 x 2 factorial research design, the conceptual understanding of 172 undergraduate students was evaluated before and after the experiment. These participants were distributed into four groups with different programs. The result revealed that both 5E instructional model and previous learning experiences contributed to the conceptual learning of students in mechanics. Those students who received 5E instructional model and whose exposure to science and math courses is high, gained the highest increase in the mean score after the experiment. This suggests that the effectiveness of 5E instructional model can be fully achieved if the knowledge and skills essential to learning and conceptual change were properly established from previous learning experiences and activities. Keywords: 5E model, conceptual change, conceptual learning, learning cycle, prior knowledge

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Conceptual Change Through the Lens of Newtonian Mechanics

Cited by 20 publications

References 48 publications

A structural equation model of conceptual change in physics

A structural equation model of conceptual change in physics

On the Concept of Force: How Understanding its History can Improve Physics Teaching

The Role of Math and Science Exposure on the Effect of 5e Instructional Model in Physics Conceptions

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