Factors influencing the learning of classical mechanics

Champagne, Audrey B.; Klopfer, Leopold E.; Anderson, John H.

doi:10.1119/1.12290

Cited by 368 publications

(228 citation statements)

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“…The basic concepts of gravity and free fall are described in [1] by Kavanagh C & Sneider C, The Italien Astronomer Giovanni Battista Riccioli [2] was probably the first who measured with precision the falling speed of objects differing in mass, size and material. the paper [3] published by Champagne A.B, Klopfer L.E & Andersson J.H shows that heavier objects fall faster than lighter objects. The fact that the speed of an object descending along an incline increases with its mass is explained in [4] by Halloun I.A & Hestenes D and in [5] by Karpp E.R & Anderson N.H. the relation between mass & speed of a falling object has been investigated in [6], [7] by Sequeira M & Leite L and Shanon B.…”

Section: Introductionmentioning

confidence: 99%

A Study on Motion of a Free Falling Body in Kinematic Equation

Priyadharsini¹

2018

IJRASET

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The motion of a free falling object in kinematic equation is studied using its characteristics and strategy. The paper is based on the definition of Newton's law of motion. By appropriate examples, it is shown how to solve a free falling object with the given parameters in kinematic equation. Some sufficient conditions to determine the motion of a free falling object, based on the four kinematic equations are established. Some examples are illustrated to solve the problems.

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Section: Introductionmentioning

confidence: 99%

A Study on Motion of a Free Falling Body in Kinematic Equation

Priyadharsini¹

2018

IJRASET

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“…또한 과학 탐구 요소를 위주로 한 단 편적․지시적 확인 실험으로 인해 포괄적이고 종 합적인 과학 탐구, 즉 학생이 스스로 문제를 찾아 해결해 볼 수 있는 기회가 적어 과학적 과정의 이 해나 이에 필요한 능력을 기르는 데 한계를 보인다 (Yoon & Pak, 2000 Lim, 2009Lim, , 2012 은 실제과학적 자유탐구 자체와 그에 대한 체계적 인 연구에 효과적이라고 판단된다. Lim et al(2012)은 뇌기반 진화적 과학 교수학습 접근법에 따른 초등학생들의 자유탐구 활동 중 정 의적 영역에서 학생들이 과학 흥미 주제를 어떻게 다양화하고, 이들 중 어떤 것들을 왜 선택하며, 선택 한 흥미 주제들을 어떻게 확장․적용하는가(A-DEF) 를 분석하여 보고하였고, Kim et al(2014) Lim et al(2012) (Champagne et al, 1980;Gunstone, 1991;Gunstone & White, 1981) (Keys, 2000), 실험 결과로부터 어떤 결론에 도달할 수 있는지에 대한 생각을 거의 하지 않기 때문에 (White, 1996) 학생들 이 데이터를 해석하고 자신의 생각을 정리할 수 있 는 기회가 부족하여 (Kim, 2009) …”

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Elementary School Students' Perceptions on Free Science Inquiry Activities Applying a Brain-Based Evolutionary Approach

Baek¹,

Lim²

2015

Elementary Science Education

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In National Curriculum of Science revised in 2007, free inquiry was newly introduced to increase student's interest in science and to foster creativity by having students make their own curiosity questions and find answers by themselves. The purpose of this study is to analyze elementary school students' perceptions on free science inquiry activities applying a brain-based evolutionary approach. For this study, 106 the fifth grade students participated, and then completed a questionnaire on free inquiry activities according to a brain-based evolutionary science teaching and learning principles. The students performed a series of steps of the Diversifying, EstimatingEvaluating-Executing, and Furthering activities in each of Affective, Behavioral, and Cognitive domains (ABC-DEF approach) and constructed their own free inquiry diary, then the observations by the researcher and interviews with the students were analyzed both quantitatively and qualitatively. The major results of the study were as follows: First, the majority of the students perceived the each domain and step positively although a few of them perceived negatively. The reasons perceived as negatively were categorized into two; preference dimension of like or dislike and ability dimension of metacognitive or self-reflective capacity. Also, they perceived the free inquiry experience in the form of ABC-DEF as helpful to understand the nature of scientists' scientific activities. Based on these findings, implications for supporting authentic inquiry in school science are discussed.

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“…Most research about Newton's laws is designed to detect student misconceptions or alternative conceptions. Studies show that students have an alternative concept of force and individual students consistently applied alternate concepts of force in different contexts about Newton's laws (Brooke & Etkina, 2009;Viennot, 1979;Thornton, 1997;Champagne & Anderson, 1980;McCloskey, Caramazza, & Green, 1980;Boyle & Maloney, 1991). Forming a meaningful understanding of Newton's laws of motion is formidably difficult for beginners.…”

Section: Introductionmentioning

confidence: 99%

An Investigation About Misconceptions in Force and Motion in High School

Fadaei¹,

Mora²

2015

UCER-A

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The purpose of this study is to realize students' misconceptions of force and motion before and after formal (traditional) teaching and their stability for high school students. The participants of the study were 20 10th grade girl students from a secondary school located in Tehran, Iran. In the research, a standard diagnostic test with 30 multiple-choice questions probed student understanding of basic concepts in force and motion to achieve the intended goal. To evaluate the stability of common misconceptions in each item of subjects, we explored and investigated the wrong answered questions in test results for the study sample before and after the study and compared them for every item of test. Analysis of wrong responses to tests mentions that some students' misconceptions of force and motion are stable before and after instruction. Results from pre-and post-tests showed that in some parts of the subject, the formal teaching method has been successful, but for others, has had a negative effect on misconceptions in relation to students' responses to test questions. Therefore, the details of wrong answered questions in force and motion show similar misconceptions among students before and after instruction.Results will help teachers and physics curriculum planners to revise the teaching method and contents of textbooks for related unsuccessful parts in this subject.

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Factors influencing the learning of classical mechanics

Cited by 368 publications

References 0 publications

A Study on Motion of a Free Falling Body in Kinematic Equation

A Study on Motion of a Free Falling Body in Kinematic Equation

Elementary School Students' Perceptions on Free Science Inquiry Activities Applying a Brain-Based Evolutionary Approach

An Investigation About Misconceptions in Force and Motion in High School

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