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1.
The purpose of this study was to diagnose the misconceptions held by pre-service physics teachers about force and motion.
The secondary aim of the study was to detect whether misconceptions vary according to gender, educational level, and culture.
The study was conducted with 79 student-teachers attending to one of the largest faculties of education in Turkey. Force Concept
Inventory (FCI) was used to diagnose student-teachers’ misconceptions. FCI is a conceptual test consisting of 29 multiple
choice items. Each wrong choice for each question reflects a specific misconception about the force and motion concepts. Data
from the study was analyzed by using frequencies, t-test, and ANOVA for making comparisons according to gender and years of education. Results of the study showed that student-teachers
of physics hold very strong misconceptions about impetus and active force. No significant differences were found between male
and female students’ scores on the concept test. The results also showed that misconceptions about force and motion decreased
through the years of education. However, they did not disappear completely. Findings of the study are very similar to the
other research findings conducted on the subject in other countries. Student-teachers’ conceptions about Newton’s Third Law,
on the other hand, were significantly better than those observed in other research done in other countries such as the US
and Finland. 相似文献
2.
Selahattin G?nen 《Journal of Science Education and Technology》2008,17(1):70-81
The aims of this study were considered under three headings. The first was to elicit misconception that science and physics
student teachers (pre-service teachers) had about the terms, ‘‘inertial mass’’, ‘‘gravitational mass’’, ‘‘gravity’’, ‘‘gravitational
force’’ and “weight”. The second was to understand how prior learning affected their misconceptions, and whether teachers’
misconceptions affected their students’ learning. The third was to determine the differences between science and physics student
teachers’ understanding levels related to mass and gravity, and between their logical thinking ability levels and their attitudes
toward physics lessons. A total of 267 science and physics student teachers participated in the study. Data collection instruments
included the physics concept test, the logical thinking ability test and physics attitude scale. All instruments were administered
to the participants at the end of the 3rd semester of their university years. The physics test consisting of paper and pencil
test involving 16 questions was designed, but only four questions were related to mass and gravity; the second test consisted
of 10 questions with two stages. The third test however, consisted of 15 likert type items. As a result of the analysis undertaken,
it was found that student teachers had serious misconceptions about inertia, gravity, gravitational acceleration, gravitational
force and weight concepts. The results also revealed that student teachers generally had positive attitudes toward physics
lessons, and their logical thinking level was fairly good. 相似文献
3.
Pinar Seda Çetin Ebru Kaya Ömer Geban 《Journal of Science Education and Technology》2009,18(2):130-137
The aim of this study is to investigate the effectiveness of conceptual change oriented instruction (CCOI) over traditionally
designed chemistry instruction (TDCI) on overcoming 10th grade students’ misconceptions on gases concepts. In addition, the
effect of gender difference on students’ understanding of gases concepts was investigated. The subjects of this study consisted
of 74 10th grade students from two chemistry classes. One of the classes was assigned as experimental group and the other
group was assigned as control group. The experimental group was instructed with CCOI and the control group was instructed
by TDCI. Gases Concept Test (GCT) was administered to both groups as pre- and post-tests to measure the students’ conceptual
understanding. The results showed that students in the experimental group got higher average scores from Gases Concept Test.
Also, a significant difference was found between the performance of females and that of males in terms of understanding gases
concepts in favor of males. 相似文献
4.
Haim Eshach 《Research in Science Education》2010,40(4):589-603
The starting point of the present research is the following question: since we live in an age that makes increasing use of
visual representations of all sorts, is not the visual representation a learner constructs a window into his/her understanding
of what is or is not being learned? Following this direction of inquiry, the present preliminary study introduces and evaluates
a novel technique for pinpointing learners’ misconceptions, namely, one that has learners create and interpret their own photographs
(CIP). 27 high-school students and 26 pre-service teacher trainees were asked to assume the role of textbook designers and
create a display—photograph plus attached verbal explanation—which, in their opinion, best depicted Newton’s 3rd law. Subsequent
analysis of the participants’ photographs yielded the following six misconception categories: 3rd law not depicted; 3rd law
depicts a sequence of events; tendency to introduce irrelevant entities in explanations; the word ‘reaction’ used colloquially;
tendency to restrict the application of the third law to dynamic situations; and informal explanations in which the word “force”
is absent. The findings indicate that, indeed, the CIP method can be effectively employed to elicit, detect, and investigate
learners’ misconceptions. The CIP method joins the growing efforts to utilize the yet relatively untapped potential of visual
tools for science education purposes. 相似文献
5.
Christina Solomonidou Dimitrios Kolokotronis 《Education and Information Technologies》2008,13(3):185-219
This paper mainly describes the role of the multimedia software package ‘Interactions between Objects’ on students’ learning
of mechanical interaction forces and Newton’s laws. We designed and developed this software within social constructivism on
the basis of 226 students’ initial conceptions (categorized in six categories), in order to help students construct appropriate
knowledge about the subject. Teaching with the software was conducted in 13 primary, lower secondary and upper secondary school
classes. In the software’s evaluation research 226 students (aged 11–16) and 13 teachers of the classes participated. Data
analysis showed students’ substantial learning gains with respect to their initial alternative conceptions of the six conceptual
categories. Particularly, the students’ incorrect answers to the post-test questionnaire have perceptibly decreased (a mean
of 65%). In contrast, their correct answers to the questions reached high percentages, from 60% to 90% depending on the question
and the students’ age. Also the teachers’ opinions and comments enhanced software’s evaluation. The contribution of the software’s
specific characteristics on students’ learning is discussed along with implications for designing constructivist science learning
tools. 相似文献
6.
Comparing the Impacts of Tutorial and Edutainment Software Programs on Students’ Achievements, Misconceptions, and Attitudes towards Biology 总被引：2，自引：2，他引：0
The purpose of this study was to investigate the effects of tutorial and edutainment design of instructional software programs
related to the “cell division” topic on student achievements, misconceptions and attitudes. An experimental research design
including the cell division achievement test (CAT), the cell division concept test (CCT) and biology attitude scale (BAS)
was applied at the beginning and at the end of the research. After the treatment, general achievement in CAT increased in
favor of experimental groups. Instructional software programs also had the positive effect to the awareness of students’ understandings
to the general functions of mitosis and meiosis. However, the current study revealed that there were still some misconceptions
in the experimental groups even after the treatment. It was also noticed that only using edutainment software program significantly
changed students’ attitudes towards biology. 相似文献
7.
8.
Reuven Lazarowitz Carl Lieb 《International Journal of Science and Mathematics Education》2006,4(4):741-762
A formative assessment pretest was administered to undergraduate students at the beginning of a science course in order to find out their prior knowledge, misconceptions and learning difficulties on the topic of the human respiratory system and energy issues. Those findings could provide their instructors with the valuable information required in order to adapt their teaching methods to the students’ needs. The test included open-ended questions and was administered on the first day of the course. The data obtained were analysed in relation to the students’ gender, age and having attended or not attended advanced courses in biology at the high-school level. Students could have prior knowledge on a topic to be learned, which, if identified and accounted for in the teaching, could serve as a receptor for a constructivist mode of study. The results indicated that undergraduate students hold misconceptions which could obstruct the acquisition of new knowledge. They encounter learning difficulties, which, if are known to the instructors and addressed in their teaching, could facilitate students’ learning. The possible use of a formative pre-assessment procedure, which could guide the instruction and learning process from the beginning of a course, is discussed. 相似文献
9.
The present study focused on investigating the effectiveness of instruction via newly developed teaching materials based on
cooperative learning when compared to a traditional approach, on ninth grade students’ understanding of metallic bonding.
Fifty-seven ninth grade science students from two science classes in the same high school participated in this study. The
same teacher taught metallic bonding with cooperative learning to an experimental group (N = 28) and with a traditional teacher centred approach to a control group (N = 29). Students’ conceptual understanding of metallic bonding was measured using the Metallic Bonding Concept Test. The results
from the Student’s t test indicated that the mean score of the students in the experimental group was significantly higher in the experimental
group (78.60, SD = 8.62), than in the control group (54.33, SD = 9.11) after treatment. In the light of the results from the
concept test and individual interviews, the misconceptions related to metallic bonding were found less in the experimental
group than traditional. Five of these misconceptions were firstly identified in this study. The individual interviews which
were done with students from experimental group immediately after the instruction showed that students had positive perceptions
about their cooperative work experiences. 相似文献
10.
Hein Broekkamp Bernadette H. A. M. Van Hout-Wolters 《Educational Psychology Review》2007,19(4):401-428
According to theories of students’ test preparation, students may optimize their test performance by paying special attention
to important information and processing this information in ways that are appropriate to the type of questions included in
the forthcoming test. However, research is unclear about the conditions under which students adapt study strategies to the
demands of test preparation tasks. Moreover, little is known about the processes and abilities involved. In this article,
we present a theoretical model that integrates various factors that seem relevant to strategy adaptation in test preparation,
including the teacher’s intended task demands, students’ perceptions of these demands, students’ personal goals for studying,
and their ability to adapt and implement strategies. The aim of our model is to stimulate further research on strategy adaptation,
which may eventually provide evidence-based guidelines that could help teachers support the development of students’ strategy
adaptability and use tests as learning tools. 相似文献
11.
Katrien Struyven Filip Dochy Steven Janssens 《European Journal of Psychology of Education - EJPE》2008,23(3):295-317
This paper aims to investigate students’ likes and dislikes of the teaching that they have experienced and its effects on
students’ perceptions of the learning environment, student learning and academic performance. The study compares a lecture-based
setting to a student-activating learning/teaching environment, considering both instructional and assessment practices. Data
(N=578) were collected using the Course Experience Questionnaire (Ramsden, 1991) and by means of a standardised test. While
lecture-taught students’ evaluations of the experienced teaching were generally focused and positive, students’ perceptions
of the activating methods varied widely and both extremely positive and negative opinions were present. Also the consequences
of these (dis)likes in instruction for student learning become clear. Moreover, a significant positive linear effect of students’
(dis)likes in instruction on students’ perceptions of the learning environment (except for appropriate assessment), their
learning and their performance was found. This way, the results pinpoint the central role of teaching methods for students’
learning and caution against detrimental consequences of students’ negative appraisal of the teaching methods that they experience.
A matching strategy between a student’s teaching tastes and the teacher’s instructional interventions provides the best educational
prospects. 相似文献
12.
In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media
campaigns based on Uganda’s cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS
has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda. To what extent do students’ pre-conceptions
of the disease, based on these media messages influence students’ development of conceptual understanding of the disease,
its transmission and prevention? Of significant importance is the impact the conceptions students have developed from the
indirect media messages on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual
change in science learning. An interpretive case study to determine the impact of Ugandan students’ conceptions or perceptions
on classroom instruction about HIV/AIDS, involving 160 students aged 15–17, was conducted in four different Ugandan high schools:
girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology
lessons and informal interviews, students’ preconceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned.
These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews.
Results of data analysis suggest that students’ prior knowledge is persistent even after biology instructions. This has implications
for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with
the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what
is happening now—insensitivity to misconceptions about the disease—is needed. 相似文献
13.
Bayram Co&#;tu Alipa&#;a Ayas Mansoor Niaz Suat ünal Muammer ?alik 《Journal of Science Education and Technology》2007,16(6):524-536
The objective of this study was to construct a teaching strategy for facilitating students’ conceptual understanding of the
boiling concept. The study is based on 52 freshman students in the primary science education department. Students’ ideas were
elicited by a test consisting of nine questions. Conceptual change strategy was designed based on students’ alternative conceptions.
Conceptual change in students’ understanding of boiling was evaluated by administering a pre-, post- and delayed post-test.
The test scores were analysed both by qualitative and quantitative methods. Statistical analysis using one-way ANOVA of student
test scores pointed to statistically significant differences in the tests and total scores (p < 0.05). Quantitative analysis of students’ responses on each test revealed different schema about changing their knowledge
system. Both qualitative and quantitative analyses suggest that the teaching activities facilitated students’ conceptual understanding.
No statistically significant differences were found between post-test and delayed post-test scores, suggesting that the teaching
strategy enabled students to retain their new conceptions in the long-term memory. 相似文献
14.
The primary purpose of this study was to investigate the combined and partial effects of the Integrated Reading/Study Strategy
and Conceptual Physics Approach on ninth grade private high school students’ achievement in and attitudes toward optics. The
Integrated Reading/Study Strategy is a new strategy which was developed by integrating previously existing reading strategies
of the KWL and SQ3R with classroom lecturing. The Conceptual Physics Approach is an instructional strategy developed on the
basis of Conceptual Physics suggested by Paul G. Hewitt. To investigate the partial and combined effects of methods, factorial
design was used. The study was conducted with 124 students from two private high schools in the ?ankaya district region of
Ankara, Turkey. Various teaching/learning materials were developed and used for the study. Two measuring tools, Achievement
Test about Optics and Attitude Scale about Optics were used as pre and post tests before and after instruction. The study
continued for a two-month treatment period. The results of the study showed that the combined effect of the Integrated Reading/Study
Strategy and Conceptual Physics Approach improved students’ achievement significantly compared to the separate individual
methods. Although the product of the Integrated Reading/Study Strategy and Conceptual Physics Approach increased students’
attitudes more compared to the remaining methods, the result is not statistically significant. 相似文献
15.
16.
Mr. A. R. Fetherstonhaugh 《Research in Science Education》1990,20(1):105-113
This paper describes the method used by the author to teach a class of Year 8 students about light and its properties so that
the students’ own ideas were considered and their misconceptions addressed. To achieve this a series of teaching modules were
designed using a model of conceptual change suggested by Posner and his colleagues at Cornell University. Students’ prior
misconceptions about light were identified using a pretest developed by the author. After teaching a posttest was used to
determine if the teaching method resulted in a lower level of misconceptions. Interviews from seven students selected at random
and the observations gathered by a participant observor were used to verify results.
It was found that the teaching method resulted in a lower level of misconceptions in the sample and this was confirmed by
the results of the interviews and participant observation. This paper concentrates on the design and content of one of the
teaching modules.
Specializations: students’ misconceptions in science. 相似文献
17.
King-Dow Su 《International Journal of Science and Mathematics Education》2008,6(2):225-249
The purpose of this study was to evaluate the instructional effects of using animations, static figures, PowerPoint bulletins,
and e-plus software as chemistry texts with the aid of computer-based technology. This study analyzed the characteristics
of students involved in three multimedia courses and their achievement and attitude toward chemistry and learning chemistry.
The three samples included in this study involved 257 undergraduate engineering students enrolled in the courses during the
academic year in which the study occurred. The results indicate that: (a) students acquired a better understanding of targeted
chemistry concepts during the multimedia courses, (b) some categories of students, based on their major area of study, computer
use, and attendance status at orientation achieved significantly (p < 0.05) higher post-test scores when adjusted for pre-test performance, and (c) significant differences and Cohen’s effect
sizes in attitudes toward chemistry and learning chemistry were detected for students’ level of computer use, disposition
toward computer multimedia, gender, and attendance at the multimedia orientation session. It appears to be helpful to incorporate
computer-based multimedia (animations, images, sounds) teaching while utilizing constructivist design principles to facilitate
students’ chemistry understanding and attitude toward chemistry and learning chemistry. 相似文献
18.
Inequalities are one of the foundational subjects in high school math curricula, but there is a lack of academic research into how students learn certain types of inequalities. This article fills part of the research gap by presenting the findings of a study that examined high school students’ methods of approaching absolute value inequalities, their common mistakes, misconceptions, and the possible sources of these mistakes and misconceptions. The research study used two tools—a questionnaire and personal interviews. The questionnaire was given to 481 students in the 10th and 11th grades in Israel who studied mathematics at intermediate and advanced levels. It was administered after the students had studied inequalities. Thirty-two students were interviewed in order to find their ways of thinking and the sources of their errors. The main types of mistakes that students consistently made when solving absolute value inequalities were found. Based on the study’s findings, teachers can understand students’ thought processes and use this understanding to conduct remediation and enhance mathematics instruction. 相似文献
19.
Dipankar Bhattacharya 《Resonance》2006,11(12):35-44
Newton’s law of universal gravitation laid the physical foundation of celestial mechanics. This article reviews the steps
towards the law of gravitation, and highlights some applications to celestial mechanics found in Newton’sPrincipia.
His research interests cover all types of cosmic explosions and their remnants. 相似文献
20.
Using a two-tier test in examining Taiwan graduate students’ perspectives on paraphrasing strategies
Yu-Chih Sun 《Asia Pacific Education Review》2009,10(3):399-408
This study examines Taiwanese English as a foreign language (EFL) graduate students’ perspectives on paraphrasing strategies.
A two-layer scenario survey was developed to identify the reasoning behind students’ judgments that certain paraphrasing is
appropriate or inappropriate. The first-layer scenario survey is in a true–false format that consists of nine paraphrasing
scenarios and that served to elicit from students their declarative knowledge of appropriate paraphrasing strategies. The
second-layer scenario survey is in an open-ended question format that explores students’ explanatory knowledge underlying
their first-layer choices. In addition, an attitude survey and a demographic survey were designed and implemented to explore
learner variables in relation to the learners’ perspectives on paraphrasing strategies. A total of 141 EFL graduate students
participated in the study. The results shed considerable light on students’ diverse perceptions and reasoning regarding paraphrasing
strategies. More than half of the students considered surface-level paraphrasing (patchwriting) to be acceptable strategy
use. Significant correlation was found between students’ responses to the acceptability of paraphrasing strategies and the
following factors: (1) perceived difficulty in paraphrasing, (2) perceived value of appropriate source use, (3) perceived
competence in overcoming the temptation to plagiarize, (4) perceived disadvantage as a foreign-language learner with paraphrasing,
(5) gender, and (6) paraphrasing-related training. Pedagogical implications of the results are discussed. 相似文献