Schematic modeling for meaningful learning of physics

Abstract

Schematic modeling is presented as an epistemologic framework for physics instruction. According to schematic modeling, models comprise the content core of scientific knowledge, and modeling is a major process for constructing and employing this knowledge. A model is defined by its composition and structure and is situated in a theory by its domain and organization. Modeling involves model selection, construction, validation, analysis, and deployment. Two groups of Lebanese high school and college students participated in problem-solving tutorials that followed a schematic modeling approach. Both groups improved significantly in problem-solving performance, and course achievement of students in the college group was significantly better than that of their control peers.For decades, educators have been complaining that a high school or a college student often "passes [her or his physics] tests frequently alas, with very little comprehension of what [she or] he has been doing" (Swann, 1950). Recent educational research has consistently shown major deficiencies that persist after instruction both in the structure of students' knowledge of physics and in their problem-solving skills. In this article, a schematic modeling approach is proposed to help students learn physics in a meaningful way and resolve those deficiencies. An experiment for assessing the approach is reported.Research shows that high school and college students bring to their physics courses a rich array of foZk conceptions about the physical world that are incompatible with physics theory.After completing introductory physics courses, students often (a) hold still to their folk conceptions (Hake, 1994;Halloun & Hestenes, 1985;Hestenes, Wells, & Swackhamer, 1992), and (b) continue to believe that physics consists mostly of mathematical symbols and formulas (Halloun, 1995a;Hammer, 1989Hammer, , 1994Redish, 1994a;Reif & Larkin, 1991). Moreover, their ideas about physics remain disconnected, incoherent, and inconsistent (Halloun & Hestenes, 1985;Hammer, 1994;McDermott, 1993;Novak, 1987Novak, , 1994Redish, 1994a;Reif & Allen, 1992;Reif & Larkin, 1991).High school and college students often attempt to solve physics problems (a) by trial and error, (b) backward from a numerical answer provided in a textbook, or (c) by invoking a solution presented in class to a problem that they wrongly assume to be similar to the one on which they are working (Arons, 1981;Halloun, 1995a;McDermott, 1993;Novak, 1987Novak, , 1994Reif & Larkin, 1991;Strnad, 1986 (Halloun, 1995a;Hammer, 1994).Consequently, physics instruction suffers from (a) low eficacy, in the sense that students who are diagnosed before instruction as average or low-competence students remain at that level after instruction, (b) short-term retention, in the sense that even the best students forget most of what they learn shortly after completing a physics course (Tobias, 1990), and (c) high attrition rates, especially among students initially diagnosed as of low competence (Halloun & Hestenes, 1987;T...

Models as Relational Categories

“…The structure of physics knowledge is then seen to comprise of these families of models together with the theory and principles for relating the models and constructing them from the theory (Halloun 1996;Hestenes 1992;Wells et al 1995). Acquiring and mastering the basic models is seen as essential in the development of scientific understanding, as they help to develop a meaningful understanding of the concepts and lay the ground for developing more complex models (Halloun 1996). 7 The Bfamilies^of such models constitute what Halloun (2007, p. 664) called a Bmiddle-out theory structure^much in the vein of Giere's (1988Giere's ( , 1994 conception of the structure of scientific theories.…”

“…The implementation of such methods within MBL has not been examined, but it would be an interesting path for future research. For example, how finding commonalities between novel cases and the basic models described by Halloun (1996) and Hestenes (1992) could help develop the deep, structured knowledge?…”

Développement et validation d’un test mesurant la compréhension des concepts cinématiques en physique au secondaire

“…En cinématique, il existe trois modèles principaux qui explicitent les simplifications, les liens, les contraintes et les structures des phénomènes : le mouvement rectiligne uniforme, le mouvement uniformément accéléré et le mouvement mixte (Halloun, 1996). Les situations physiques décrites dans le tronc commun du super-item doivent donc pouvoir être classées dans l'un ou l'autre de ces modèles (Trudel, 2005).…”

“…L'apprentissage des concepts ciné -matiques est important parce que ceux-ci forment la base de la mécanique classique (Halloun, 1996). Or, la cinématique est un domaine qui cause beaucoup de difficultés aux élèves, principalement parce que ceux-ci interprètent les phénomènes du mouvement à l'aide de schémas qui se sont élaborés progressivement lors d'interactions avec des phénomènes de leur quotidien (Arons, 1990).…”

Atividades de modelagem computacional no auxílio à interpretação de gráficos da Cinemática

“…Trabalharemos aqui com a idéia de modelos físicos vistos como descrições simplificadas e idealizadas de sistemas ou fenômenos físicos, aceitos pela comunidade científica, que envolvem elementos como representações (externas), proposições semânticas e modelos matemáticos subjacentes. Entenderemos modelagem como um processo de criação de um modelo, dividido em cinco estágios não-hierárquicos: seleção, construção, validação, análise e expansão do modelo, "onde os três estágios intermediários sobrepõem-se, podendo ser conduzidos ao mesmo tempo" [15].…”