Students' alternative conceptions and scientifically acceptable conceptions about gravity

Palmer, David

doi:10.1080/09500690010006527

Cited by 71 publications

(24 citation statements)

References 36 publications

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“…When students have difficulties in understanding the concept well, it leads to misconceptions. According to Palmer (2001), misconception among students has to be taken into account because it can interfere with the students' learning of scientific principles and concepts. Thus, the selection of teaching method plays an important factor in avoiding or minimizing the students' misconception (Palmer, 2001).…”

Section: Students' Difficulties In Visualizing Abstract Conceptsmentioning

confidence: 99%

“…According to Palmer (2001), misconception among students has to be taken into account because it can interfere with the students' learning of scientific principles and concepts. Thus, the selection of teaching method plays an important factor in avoiding or minimizing the students' misconception (Palmer, 2001). Visualization technologies have exciting potential for facilitating understanding and preventing misconceptions in the scientific domain (Hay et al, 2000).…”

Section: Students' Difficulties In Visualizing Abstract Conceptsmentioning

confidence: 99%

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A Review of Research on Augmented Reality in Education: Advantages and Applications

Saidin

Halim²,

Yahaya³

2015

IES

258

127

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Technology in education can influence students to learn actively and can motivate them, leading to an effective process of learning. Previous research has identified the problem that technology will create a passive learning process if the technology used does not promote critical thinking, meaning-making or metacognition. Since its introduction, augmented reality (AR) has been shown to have good potential in making the learning process more active, effective and meaningful. This is because its advanced technology enables users to interact with virtual and real-time applications and brings the natural experiences to the user. In addition, the merging of AR with education has recently attracted research attention because of its ability to allow students to be immersed in realistic experiences. Therefore, this concept paper reviews the research that has been conducted on AR. The review describes the application of AR in a number of fields of learning including Medicine, Chemistry, Mathematics, Physics, Geography, Biology, Astronomy and History. This paper also discusses the advantages of AR compared to traditional technology (such as e-learning and courseware) and traditional teaching methods (chalk and talk and traditional books). The review of the results of the research shows that, overall, AR technologies have a positive potential and advantages that can be adapted in education. The review also indicates the limitations of AR which could be addressed in future research.

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Section: Students' Difficulties In Visualizing Abstract Conceptsmentioning

confidence: 99%

Section: Students' Difficulties In Visualizing Abstract Conceptsmentioning

confidence: 99%

A Review of Research on Augmented Reality in Education: Advantages and Applications

Saidin

Halim²,

Yahaya³

2015

IES

258

127

View full text Add to dashboard Cite

show abstract

“…En particular, identificar ideas acerca de aspectos del campo eléctrico que revelen posibles obstáculos de aprendizaje (Viennot y Rainson, 1992); identificar la coexistencia de concepciones alternativas y concepciones aceptables científicamente del campo gravitatorio (Palmer, 2002) e indagar las relaciones entreéstas concepciones. En el caso del campo eléctrico, los resultados de estas investigaciones muestran que las explicaciones de los estudiantes evidencian un razonamiento causal lineal, que dota a la carga encerrada por una superficie gaussiana de un tipo de causalidad exclusiva (Viennot y Rainson, 1992) que los lleva a negar y no usar el principio de superposición del campo eléctrico.…”

Section: Concepciones Y Razonamientounclassified

“…En el caso del campo eléctrico, los resultados de estas investigaciones muestran que las explicaciones de los estudiantes evidencian un razonamiento causal lineal, que dota a la carga encerrada por una superficie gaussiana de un tipo de causalidad exclusiva (Viennot y Rainson, 1992) que los lleva a negar y no usar el principio de superposición del campo eléctrico. La investigación referida al campo gravitatorio destaca como resultado relevante la identificación de concepciones alternativas en igual proporción en todos los grupos de estudiantes, sin importar aparentemente la diferencia de edad y los niveles de instrucción en fí+sica (Palmer, 2002), lo cual implicaría formas de pensamiento común que sobreviven a la enseñanza. Además, se confirma la coexistencia de concepciones alternativas y concepciones aceptables científicamente (Palmer, 2002) enlazadas por procesos de razonamiento condicional, influenciadas por el contexto de las situaciones de las preguntas.…”

Section: Concepciones Y Razonamientounclassified

“…La investigación referida al campo gravitatorio destaca como resultado relevante la identificación de concepciones alternativas en igual proporción en todos los grupos de estudiantes, sin importar aparentemente la diferencia de edad y los niveles de instrucción en fí+sica (Palmer, 2002), lo cual implicaría formas de pensamiento común que sobreviven a la enseñanza. Además, se confirma la coexistencia de concepciones alternativas y concepciones aceptables científicamente (Palmer, 2002) enlazadas por procesos de razonamiento condicional, influenciadas por el contexto de las situaciones de las preguntas. cognitivas de un sujeto están determinadas por las situaciones que enfrenta, luego, es a través de su acción y el dominio progresivo de las situaciones como un sujeto adquiere los campos conceptuales que modelan su conocimiento (Vergnaud, 1990).…”

Section: Concepciones Y Razonamientounclassified

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El aprendizaje del concepto de campo en física: una investigación exploratoria a luz de la teoría de Vergnaud

Llancaqueo¹,

Caballero²,

Moreira³

2003

Rev. Bras. Ens. Fis.

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Se presentan resultados de una investigación del concepto de campo, con alumnos de Bachillerato y primer año de Universidad, en el marco de la teoría de campos conceptuales de Vergnaud, adoptada como referencial teórico para comprender y explicar el proceso de aprendizaje de este concepto fundamental de la física. El propósito fue explorar vínculos entre la estructura cognitiva de los estudiantes y la estructura del concepto de campo construido por la física, y describir niveles de conceptualización del concepto. Los resultados confirman potencialidades de la teoría para abordar estos vínculos, que se manifiestan en el uso de representaciones simbólicas y una explicitación parcial de significados, que dan forma a invariantes operatorios que usan para enfrentar situaciones y problemas que demandan una conceptualización científica aceptable. Se observa una ausencia notoria de invariantes para enfrentar situaciones y problemas propuestos. El 92,7 % de los estudiantes se ubica en los niveles más bajos de conceptualización del concepto de campo (niveles 1, 2 y 3 definidos en este estudio), donde el nivel 3 corresponde a un reconocimiento y explicación parcial de significados del concepto. Este bajo nivel es concordante con bajos desempeños en las categorías de análisis, de operación (17,6 %), expresión escrita (17,3 %), representación (13,6 %) y resolución (5,5 %), en acuerdo con la teoría de Vergnaud, que afirma que un bajo nivel de conceptualización se caracteriza por bajos niveles de explicitación de invariantes y sus representaciones, con predominio de aspectos procedimentales de las operaciones sobre el uso de predicados de mayor riqueza conceptual. Palabras-clave: concepto de campo en física; aprendizaje de conceptos; campos conceptuales de Vergnaud.Results of a study on the acquisition of the field concept in physics by high school and college freshmen students, carried out under the framework of Vergnaud's conceptual fields theory, are presented. The aims of the study were to explore the links between students' cognitive structure and the formal structure of the field concept in physics, and to describe their levels of conceptualization of such a concept. Research findings confirm the potentialities of Vergnaud's theory to understand and explain the learning process of this basic physical concept. The links would manifest themselves in the use of symbolic representations and in a partial explicitation of some meanings that would suggest the presence of some operational invariants students use to cope with situations and problems that require an acceptable scientific conceptualization. However, a clear absence of scientifically accepted operational invariants was observed. About 92% of the students were located at the lowest level of a 1 to 3 conceptualization scale defined in the study, where 3 corresponds to the recognition and partial acquisition of meanings of the field concept. This low level of conceptualization correlates with poor performance in the following categories of analysis : operational (17, 6...

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A longitudinal study of conceptual change: Preservice elementary teachers' conceptions of moon phases

2006

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This research consists of a longitudinal study of 12 female elementary preservice teachers' conceptual understanding over the course of several months. The context in which the participants received instruction was in an inquiry-based physics course, and the targeted science content was the cause of moon phases. Qualitative research methods, including observations and interviews, were used to investigate and describe participants' conceptual understanding over time. Participants were interviewed on their understanding of the cause of moon phases before instruction, 3 weeks after instruction, and again in delayed post-interviews several months after instruction. Patterns and themes in the participants' conceptual understanding were identified through constant-comparative data analysis. Consistent with results reported earlier, participants who had instruction that included recording and analyzing moon observations over time and psychomotor modeling of changes in moon phases were very likely to hold a scientific conceptual understanding shortly after instruction. The present study indicates a majority of participants continued to hold a scientific understanding six months or more after instruction. However, some participants reverted to alternative conceptions they had shown during the pre-interview. These results are interpreted utilizing contemporary conceptual change theory. ß

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Students' alternative conceptions and scientifically acceptable conceptions about gravity

Cited by 71 publications

References 36 publications

A Review of Research on Augmented Reality in Education: Advantages and Applications

A Review of Research on Augmented Reality in Education: Advantages and Applications

El aprendizaje del concepto de campo en física: una investigación exploratoria a luz de la teoría de Vergnaud

A longitudinal study of conceptual change: Preservice elementary teachers' conceptions of moon phases

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