Students’ Conceptions of Sound Waves Resulting from the Enactment of a New Technology-Enhanced Inquiry-Based Curriculum on Urban Bird Communication

Houle, Meredith; Barnett, George Michael

doi:10.1007/s10956-008-9094-6

Cited by 29 publications

(27 citation statements)

References 36 publications

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“…Houle and Barnett (2008) found similar percentages in 11-to 14-yearold children (53 and 42% before and after instruction). Mazens and Lautrey (2003) had previously found percentages for an immaterial conception of sound ('no substantiality, no permanence and no weight'), which gradually rose from 9% at the age of 6 to up to 50% at the age of 10.…”

Section: Basic Mental Model Of Soundsupporting

confidence: 56%

“…The effect of conceptual change pedagogy on students' alternative conceptions about different topics in physics has been reported newly by Ç alik et al (2010c), Er Nas et al (2012) and Coruhlu-Senel et al (2012). In contrast, the use of IT tools to supplement traditional teaching activities is not in and of itself effective with regard to challenging misconceptions about sound, but rather requires additional supports (Houle and Barnett 2008). Hamza and Wickman (2008) have played down the influence of misconceptions on learning science in secondary education, at least in some fields (electrochemistry).…”

Section: Introductionmentioning

confidence: 99%

“…misconception database by Duit 2009), but only scarcely so in engineering education (e.g. Houle and Barnett 2008;Hrepic 2004). Some of the co-authors have previously investigated prior ideas in other fields of physics in firstyear students (Periago and Bohigas 2005).…”

Section: Introductionmentioning

confidence: 99%

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Misconceptions About Sound Among Engineering Students

2011

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Our first objective was to detect misconceptions about the microscopic nature of sound among senior university students enrolled in different engineering programmes (from chemistry to telecommunications). We sought to determine how these misconceptions are expressed (qualitative aspect) and, only very secondarily, to gain a general idea of the extent to which they are held (quantitative aspect). Our second objective was to explore other misconceptions about wave aspects of sound. We have also considered the degree of consistency in the model of sound used by each student. Forty students answered a questionnaire including open-ended questions. Based on their free, spontaneous answers, the main results were as follows: a large majority of students answered most of the questions regarding the microscopic model of sound according to the scientifically accepted model; however, only a small number answered consistently. The main model misconception found was the notion that sound is propagated through the travelling of air particles, even in solids. Misconceptions and mental-model inconsistencies tended to depend on the engineering programme in which the student was enrolled. However, students in general were inconsistent also in applying their model of sound to individual sound properties. The main conclusion is that our students have not truly internalised the scientifically accepted model that they have allegedly learnt. This implies a need to design learning activities that take these findings into account in order to be truly efficient.

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Section: Basic Mental Model Of Soundsupporting

confidence: 56%

Section: Introductionmentioning

confidence: 99%

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Misconceptions About Sound Among Engineering Students

2011

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“…Ses ve gürültü kirliliği üzerine araştırmalar sınırlı sayıdadır (Akman, Ketenoğlu, Evren, Kurt ve Düzenli, 2000;Güney, 1998;Houle ve Barnett, 2008;Yücel ve Altunkasa, 1999). Ses konusunda yapılan deneysel çalışmalar daha çok sesin oluşumu, yayılması ve sesin fiziksel özelliklerinin kavranmasına yöneliktir (Butts, Hofman ve Anderson, 1994;Driver, Squires, Rushworth ve Wood-Robinson, 1994;Eshach, 2014;Hernandez, Couso ve Pinto, 2012;Huang, 2009;Houle ve Barnett, 2008;Lautrey ve Mazens, 2004;Sozen ve Bolat, 2011). Tüm bu araştırmaların sonuçları öğrencilerin okula ses ile ilgili çok çeşitli deneyimler ile gelmelerine rağmen, sesin özelliklerini yeterli düzeyde kavrayamadıkları yönündedir.…”

Section: Introductionunclassified

An Evaluation of Educational Practices Concerning Noise Level and Noise Control in Nursery School: An Action Research

Bulunuz¹,

Ovalı²,

Çıkrıkçı³

et al. 2017

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“…In order to leads this subject to be universal, this program should have developed into new fields that some of them written these days. Houle et al [18] and Hrepic et al [19] claim that the right way teaching at the high school can avoid losing student at the colleges and the university. This way has to be universality with known pedagogical methods that encourage student to understand the subject.…”

Section: Discussionmentioning

confidence: 99%

A Time for Introducing the Principle of Least Potential Energy in High School Physics

Ben-Abu

2018

Energies

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Abstract:Comprehending physical phenomena in topics such as advanced mechanics, quantum mechanics, relativity theory, or particle physics demands one considering the system's energy, usually under equilibrium constrains. The least potential energy principle (LPEP), which demonstrates an interesting fascinating generalization in physics, is a powerful tool to understand such physics phenomena. Unfortunately, students at high school and universities are exposed to solely considering the forces acting on the system's particle and apply the Newton's laws on the system's particles. Thus, they gain only partial understanding of the physical phenomena they are confronted with and find enormous difficulties to apply energy consideration when needed. If we wish providing students with necessary background to deal with advanced physics, the LPEP should be introduced already in high schools. The current essay provides examples of physics situations in equilibrium where students can apply the LPEP.

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Students’ Conceptions of Sound Waves Resulting from the Enactment of a New Technology-Enhanced Inquiry-Based Curriculum on Urban Bird Communication

Cited by 29 publications

References 36 publications

Misconceptions About Sound Among Engineering Students

Misconceptions About Sound Among Engineering Students

An Evaluation of Educational Practices Concerning Noise Level and Noise Control in Nursery School: An Action Research

A Time for Introducing the Principle of Least Potential Energy in High School Physics

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