Secondary school pupils’ commonsense theories of motion

Exploring the Shift in Children’s Incline Motion Predictions: Fragmentation and Integration of Knowledge as Possible Contributors

“…In both cases reasons mostly centred around object mass, a concept that plays a critical role in reasoning about the physical world (Galili, 2001). These results come as no particular surprise since they adequately reflect the theoretical notions of horizontal motion and fall being psychologically differentiated in reasoning processes (Hayes, 1979;Howe, 1998), and previous work has demonstrated that the same children apply different approaches when reasoning about events involving supported motion along horizontals and when reasoning about motion in fall (Bliss & Ogborn, 1988;Bliss, Ogborn, & Whitelock, 1989;Hast & Howe, 2013a, b;Ogborn, 1985).…”

Towards a Complete Commonsense Theory of Motion: The interaction of dimensions in children's predictions of natural object motion

“…Ogborn and colleagues (Bliss & Ogborn, 1988;Bliss et al, 1989;Ogborn, 1985). Inverse pictures emerged for the two motion types.…”

“…The one task considering incline motion merely required an understanding of whether or not something would slide down an incline if pushed. Bliss et al (1989) note the unsatisfactory nature of their analysis of motion down an incline, and the uncertainties remain to this day. An answer is still required to the question: Do children associate motion down inclines more with motion along horizontals (because of support), or with motion in fall (because of gravity), or are they able to integrate the two to some extent?…”

“…1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 In short, the research to follow attempted to establish a clearer picture of children's understanding of natural object motion in the interests of developing the commonsense theory of motion put forward by Ogborn and colleagues (Bliss & Ogborn, 1988;Bliss et al, 1989;Ogborn, 1985). Particular consideration was given to the psychological differentiation of horizontal, incline and falling motion by addressing the understanding that children of a broad age range show as a function of both object mass and incline height.…”

Favoriser la compréhension des concepts du mouvement rectiligne à vitesse constante à l’aide d’une investigation scientifique assistée par ordinateur

“…En effet, les explications apportées par les élèves, identifiées dans cette recherche, s'apparentent à celles mises en évidence par Chinn et Brewer (1993). Ces constats rejoignent les résultats d'autres recherches sur la persistance des conceptions alternatives sur le mouvement (Bliss, Ogborn & Whitelock, 1989 ;Eckstein & Shemesh, 1989 ;Canal, 1986). Pour faciliter le changement de conception, les activités devraient inclure certaines dispositions, afin de rendre plus apparent le conflit conceptuel entre les idées exprimées par les élèves et le concept de vitesse du physicien.…”