Correct answers with wrong justifications? Analysis of explanations in classical mechanics with FCI test

Hernández, Carla; Tecpan, Silvia

doi:10.1088/1742-6596/1043/1/012056

Cited by 5 publications

(4 citation statements)

References 23 publications

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“…In this article we report on a professor training model implemented at piloting level to transform introductory physics courses for engineering programs. This model is inspired by previous similar experiences both in Latin America [15][16][17][18] and others countries [19][20][21]. By comparing the results of an experimental group following active learning and a control group, we found a 9.1% reduction in failure rate (see table I), statistically significant and coherent with previous reports [5].…”

Section: Introductionsupporting

confidence: 87%

Active Learning reduces academic risk of students with non-formal reasoning skills. Evidence from an introductory physics massive course in a Chilean public university

Lagubeau,

Tecpan,

Hernandez

2019

Preprint

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We present the findings of a pilot plan of active learning implemented in introductory physics in a Chilean public university. The model is research based as it considered a literature review for adequate selection and design of activities, consistent with the levels of students' reasoning skills. The level of scientific reasoning is positively correlated to student success. By contrast to a control group of students following traditional lectures, we observed a significant reduction in failure rate for students that do not yet posses formal scientific reasoning. This profile of student being the majority, we conclude that implementing active learning is particularly suited to first year of higher education in the context of a developing country. It fits the particularities of student profile and typical classroom size, leading to learning improvement and reduction of academic risk as well as being financially sound.

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Section: Introductionsupporting

confidence: 87%

Active Learning reduces academic risk of students with non-formal reasoning skills. Evidence from an introductory physics massive course in a Chilean public university

Lagubeau,

Tecpan,

Hernandez

2019

Preprint

Self Cite

View full text Add to dashboard Cite

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“…In their report equation (1) was not used directly. This finding indicates a similar result of students who worked on problem solving (Hernández & Tecpan, 2018;Jordan, 2001;Kim et al, 2018;Zuza et al, 2016). Students calculated the problem using an equation without an understanding of its physical meaning.…”

Section: Resultssupporting

confidence: 66%

Students’ Understanding on Physics Equations Used in the Experiment

Santosa

2019

JPF

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This study investigates the students’ understanding of physics equations used in the experiment. Here 91 students participated in this qualitative study. All of them worked on the experiment to determine the specific charge of an electron e/m. In this case, physics equations are derived to provide the basis of the experimental method in order to obtain the desired value of e/m. Students’ understanding of physics equations was observed through an initial test, their experimental report, and a final test. The final test reveals that many students perceive the equations as a mathematical tool. As a result, about 64 % of the participant states that e/m depends on the variable in the experiment e.g. the current or the accelerating potential. They do not realize that e/m is a constant.

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“…The students' score on the numerical test is higher than the explanation test. It is found that students face difficulties in the qualitative test as well as in understanding of the physics concepts (Hernández & Tecpan, 2018).…”

Section: Representationmentioning

confidence: 99%

Representation and content in student's exam note sheets

Santosa

2022

Momentum: Physics Education Journal

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Various forms of representation are used to understand physics concepts. This study aims to reveal the representations used by students in summarizing their physics teaching materials. The observed representations include mathematical equations, verbal statements and graphs. The participants were students who attended lectures in two academic years, namely 2016 and 2018. Students were permitted to freely write a summary of lecture material that would be used as resources during the exam. The research investigated the types of representations used and their percentages. In addition, the content in the summary was also taken into consideration. The results showed that the representation of mathematical equations or formulas, verbal explanations and graphs were used by 100%, 97% and 40% of the total students, respectively. This finding is also reflected in the percentage of paper area used in the summary; the uses of formulas are 60%, verbal explanations are 32.5% and the remaining 4.2% are graphs. Most note sheets contain almost all of teaching material. This studentsâ€™ tendency should be considered for teaching strategy.

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Correct answers with wrong justifications? Analysis of explanations in classical mechanics with FCI test

Cited by 5 publications

References 23 publications

Active Learning reduces academic risk of students with non-formal reasoning skills. Evidence from an introductory physics massive course in a Chilean public university

Active Learning reduces academic risk of students with non-formal reasoning skills. Evidence from an introductory physics massive course in a Chilean public university

Students’ Understanding on Physics Equations Used in the Experiment

Representation and content in student's exam note sheets

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