Alternative Conceptions: Turning Adversity into Advantage

Ferreira, Annalize; Lemmer, Miriam; Gunstone, Richard

doi:10.1007/s11165-017-9638-y

Cited by 11 publications

(17 citation statements)

References 27 publications

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“…A critical factor in effective teaching is students' understanding of concepts and natural phenomena. Observations that students bring to school different ideas about the natural world, which often deviate from scientific knowledge, have alarmingly been raised by the international scientific community (Ferreira et al, 2017;Kurnaz & Arslan, 2011;Villarino, 2018). This led to the development of new teaching strategies and curriculums, which served as a starting point, reference, and evaluation.…”

Section: Literature Reviewmentioning

confidence: 99%

The determination of the learning curve on the concept of energy using the alternatives ideas

Kotsis

Panagou

2023

CONT MATH SCI ED

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In this study, alternative ideas of energy were evaluated for five different age groups. Research participants included primary school, middle school, and high school students, students of the department of primary education, and active teachers in primary education. The same questionnaire was used in all groups, indicating that age-related differences exist between answers. The sigmoid curve, which represents energy learning, is obtained by analyzing correct answers according to age. Correlations between age and all questions were statistically significant. An engaging perspective is imparted on energy education. According to our findings, misconceptions and preconceptions of students and teachers diminish with age or, more accurately, with educational attainment. In addition to improving science teaching classrooms and curriculum design, the results of our study may also benefit teachers’ professional growth.

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Section: Literature Reviewmentioning

confidence: 99%

The determination of the learning curve on the concept of energy using the alternatives ideas

Kotsis

Panagou

2023

CONT MATH SCI ED

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“…A key point for effective teaching of students is students' ideas about concepts and natural phenomena. The finding that students come to school with specific ideas about the phenomena of the natural world, which usually deviate from the scientific ones, was an alarm to the international scientific community (Ferreira et al, 2017;Kurnaz & Arslan, 2011;Villarino, 2018). Thus, new teaching strategies and curricula were developed, which had as a starting point, reference, and evaluation these ideas.…”

Section: Literature Reviewmentioning

confidence: 99%

Using Alternative Ideas for Determining the Learning Curve on the Concept of Force

Panagou

Kotsis

2022

EUR J SCI MATH ED

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This study is empirical research about alternative ideas on the concept of force for five different age groups, primary school students (11), middle school students (15), high school students (17), students of the Department of Primary Education (21), and active teachers in primary education . We used the same questionnaire for all groups, which shows a relationship with the answers depending on their age. The analysis of the percentage of the correct answers concerning the age of subjects gives a sigmoid curve, which is the learning curve on the concept of force. For all the questions, there was a statistically significant correlation with age. That provides us with interesting information about the teaching of the force. In particular, our results suggest that the alternative conceptions of students and teachers, reflecting misconceptions and preconceptions, reduce with age or equivalently with the education level. Our study can be used in science teaching classrooms, on the design of curricula, and teachers' professional development.

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“…Gezeigt werden konnte bereits, dass bei Veränderung der Konzepte und Kontexte Schülervorstellungen in der Mechanik in unterschiedlicher Weise aktiviert werden. Einfluss darauf haben können u. a. die Art (Palmer, 1997) und Richtung der Bewegung (horizontal/vertikal) (Ferreira et al, 2019;Lemmer, 2013) und bei 2D-Bewegungen die Ebene, in der die Bewegung stattfindet (horizontal/vertikal) (Lemmer, 2013) etc.…”

Section: Kontextabhängigkeit Von Schülervorstellungenunclassified

Mathematische Modellbildung und Videoanalyse zum Lernen der Newtonschen Dynamik im Vergleich

Weber¹

2022

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Newtons laws of motion are known to be difficult to understand for students. Many persistent preconceptions exist, that are incompatible to the physical theory. Those preconceptions hinder the progress in conceptual understanding of Newtons laws. One reason for the persistence of those conceptions is the focus on idealized situation is physics class. Students have difficulties with those situations and a gap between physics class and the real world can arise. Complex motions from everyday life are too mathematically difficult for physics lessons in school. The computer as a tool can help to bridge that gap. This pre-post-design study with = 274 students from 11 th grade of German (Hessian) schools investigates two different ways of using the computer to discuss complex motions with friction regarding their efficacy in improving the conceptual understanding of Newtons first two laws after the school lessons. For that, two equivalent interventions were designed that only differ in the way the computer is used. In each intervention, four different experiments are discussed. The students always work in groups of two after the respective experiment is shown in the plenum. The test, which was used to measure conceptual understanding and other variables, is partly based on known tests. Other parts of the test were created and piloted for this study. Additionally, screen recordings in combination with the conversations of = 45 students were used to investigate, among other things, the way students use the software.A significant difference with large effect size between conceptual understanding in the pre-test and post-test was found in both cohorts. A comparison showed no difference between computational modelling and video motion analysis in the overall conceptual understanding. However, a significant difference in items regarding Newtons first law was found. The computational modelling cohort improved significantly more. It was also found that the common preconception, that a force in the direction of motion is necessary, was reduced further in the computational modelling cohort. An analysis of the screen recordings reveals that this preconception is expressed more often in that group as well. This leads to the conclusion that modelling forces students to activate the preconception which is then disproved by the comparison of the model and the data in the software. This cognitive conflict leads to a bigger reduction of the preconception which in turn leads to a larger improvement in the items regarding Newtons first law. The computational modelling cohort also improves in model understanding. More differences (e.g. cognitive load and different affective variables) were found and are being discussed.

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Alternative Conceptions: Turning Adversity into Advantage

Cited by 11 publications

References 27 publications

The determination of the learning curve on the concept of energy using the alternatives ideas

The determination of the learning curve on the concept of energy using the alternatives ideas

Using Alternative Ideas for Determining the Learning Curve on the Concept of Force

Mathematische Modellbildung und Videoanalyse zum Lernen der Newtonschen Dynamik im Vergleich

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