The systems approach and its application to curriculum research

Osborne, Roger; Freyberg, P. S.

doi:10.1007/bf02643114

Cited by 9 publications

(12 citation statements)

References 9 publications

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“…The findings of this study are consistent with other studies where the fruitfulness of momentum in building a concept of force has been shown [28], and provide pedagogical support for the suggestion that the order of introduction in mechanics of force and momentum could well be reversed [21].…”

Section: Discussionsupporting

confidence: 90%

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Enhancing mechanics learning through cognitively appropriate instruction

Espinoza

2004

Phys. Educ.

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The unquestionably central role of physics in the development of scientific literacy is undermined by its perceived difficulty. An investigation of high school students' use of the concepts of momentum and force suggests that, in the case of mechanics, the reason for physics' unpopularity and image as a 'hard' subject is largely due to an incompatibility between the way it is taught in the standard model and students' cognitive representations.An analysis of high school students' understanding and use of force and momentum strongly implies that conservation laws should precede dynamics and kinematics in the physics curriculum due to the cognitive precedence of momentum over force. This conclusion is based on two findings: (a) students performed better at momentum than at force in pre-instructional activities; (b) an inversion in the order of introduction of topics shows that covering momentum before force is superior to the standard approach in enhancing students' understanding of mechanics. The study therefore provides a pedagogical rationale for physics instruction that is consistent with current learning theory.

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Section: Discussionsupporting

confidence: 90%

“…According to current learning theory, schemata used by students to incorporate new information provide motivation to learn when the context encompasses familiar situations [17]. This is consistent with a good deal of science education research emphasizing fairly recent findings in cognitive science [18][19][20][21][22].…”

Section: Introductionsupporting

confidence: 71%

Enhancing mechanics learning through cognitively appropriate instruction

Espinoza

2004

Phys. Educ.

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“…With group (i) we had a generous amount of time to work with the students, and since they were not physics specialists, we needed to arrive at the key issues related to radiation and radioactivity slowly and with the aid of pictures and stimulus material. Interviews-About-Scenarios is a flexible research tool that builds on the Interviews-About-Events (IAE) approach pioneered and widely documented by Gilbert et al (1985) and Osborne and Freyberg (1987). Much like IAE, line drawings are used in IAS to depict events or situations (scenarios) in order to stimulate interview conversations about a scientific phenomenon.…”

Section: Two Surveysmentioning

confidence: 99%

Facts and feelings: exploring the affective domain in the learning of physics

Alsop

Watts

2000

Phys. Educ.

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“…An awareness of the following key principles for student learning is vital for the design of exercises, facilitator training and CUP classes [5]. • In the learning process each student constructs his/her own understanding.…”

Section: Encouraging Effective Interactive Learningmentioning

confidence: 99%

CUP: cooperative learning that works

et al. 1999

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A cooperative learning strategy has been developed to help first-year tertiary students overcome common misconceptions in mechanics. In this Conceptual Understanding Programme (CUP), students work on exercises alone, then in threes and finally discuss their views in the whole class. This process encourages students to actively think about and modify their views and it results in a high level of participation and satisfaction. The strategy can be implemented without major changes to a teaching programme.

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The systems approach and its application to curriculum research

Cited by 9 publications

References 9 publications

Enhancing mechanics learning through cognitively appropriate instruction

Enhancing mechanics learning through cognitively appropriate instruction

Facts and feelings: exploring the affective domain in the learning of physics

CUP: cooperative learning that works

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