High School Students’ Conceptual Coherence of Qualitative Knowledge in the Case of the Force Concept
| العنوان: | High School Students’ Conceptual Coherence of Qualitative Knowledge in the Case of the Force Concept |
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| المؤلفون: | Antti Savinainen |
| المصدر: | Nordina: Nordic Studies in Science Education, Vol 1, Iss 2 (2005) |
| بيانات النشر: | University of Oslo, 2005. |
| سنة النشر: | 2005 |
| مصطلحات موضوعية: | lcsh:LC8-6691, lcsh:Special aspects of education, Concept map, Education, Contact force, Peer instruction, Diagrammatic reasoning, Empirical research, Conceptual framework, Mathematics education, lcsh:Q, Force Concept Inventory, Psychology, lcsh:Science, Multiple choice |
| الوصف: | This study consists of a theoretical and an empirical part. The theoretical research aims were to characterise students’ conceptual coherence of qualitative knowledge in the case of the force concept, and how it can be evaluated. Students’ conceptual coherence can be divided into three aspects: representational coherence, which is the ability to use multiple representations and move between them; contextual coherence, i.e. the ability to apply concepts in a variety of contexts (familiar and novel), and conceptual framework coherence, which addresses the relations integration and differentiation between relevant concepts. Certain groupings of the Force Concept Inventory (FCI), the Force and Motion Conceptual Evaluation (FMCE), and the Test for Understanding Graphs Kinematics (TUG-K) questions were used to probe students’ contextual and representational coherence of the force concept. Written extended response questions and interviews were also used in addition to multiple choice tests to provide complementary data. The empirical part of this dissertation consists of designing a teaching approach (Interactive Conceptual Instruction (ICI)) and teaching sequences for kinematics and the force concept. The ICI approach involves several features or components: conceptual focus (concepts are introduced and rehearsed before quantitative problem solving), the use of multiple representations in varying contexts, classroom interactions (peer instruction), research-based materials, use of texts (reading before formal treatment), and concept maps. The teaching sequence for the force concept emphasises forces as interactions. An empirical study was conducted to test the effectiveness of the ICI teaching. The study involved two pilot and two study groups in Kuopio Lyseo High School: Preparatory International Baccalaureate (Pre-IB) students (age 16; npilot = 22 and nstudy = 23) and Finnish National Syllabus students (age 17; npilot = 52 and nstudy = 49). The pilot groups followed the ICI approach without a focus on forces as interactions whereas the study groups followed the ICI approach with a focus on forces as interactions. The study groups were taught to think of forces as interactions through the systematic use of a modified version of the ‘Symbolic Representation of Interactions’, which provided a bridging representation to more abstract free-body diagrams. Otherwise, introductory mechanics was taught in a similar manner to the pilot and study groups (i.e., the same teacher author AS taught all the groups using the same textbooks, with generally similar exercises and activies, and the same ICI approach). Average normalized gain (Hake gain) and effect size were used as measures of the practical significance of the overall FCI results. Hake gains for the pilot and study groups fall in the middle or upper end of the ‘medium gain region’ ( 0.3 ) |
| اللغة: | Danish |
| تدمد: | 1894-1257 1504-4556 |
| الوصول الحر: | https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5e2d2fae81f4f592122ee21a0bec4da2Test https://www.journals.uio.no/index.php/nordina/article/view/501Test |
| حقوق: | OPEN |
| رقم الانضمام: | edsair.doi.dedup.....5e2d2fae81f4f592122ee21a0bec4da2 |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 18941257 15044556 |
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