Common sense concepts about motion

Halloun, Ibrahim A.; Hestenes, David

doi:10.1119/1.14031

Cited by 615 publications

(421 citation statements)

References 12 publications

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“…Their thesis, which has since inspired an entire field of inquiry into students' ''conceptual understanding'' of various topics, is that students begin the study of physics with an existing set of commonsense beliefs about why the world works in the way it does (Halloun & Hestenes, 1985a). Students do not begin the study of physics (or biology as seen in Bishop and Anderson, 1990, chemistry as seen in Sandoval, 2003, engineering as seen in Streveler, Litzinger, Miller, and Steif, 2008, history as seen in Bandura, Barbaranelli, Caprara, and Pastorelli, 1996, mathematics as seen in Sandoval and Çam, 2011 or computer science as seen in Sarewitz, 2004) with a blank slate to be written on by lectures and textbooks.…”

Section: Conceptual Understandingmentioning

confidence: 99%

Secondary Students' Conceptual Understanding of Engineering as a Field

Montfort¹,

Brown²,

Whritenour³

2013

Journal of Pre-College Engineering Education Research (J-PEER)

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Researchers have long been interested in how to recruit and retain more and more diverse students into engineering programs. One consistent challenge in this research is understanding the impacts of interventions from the point of view of the student, and how their preconceptions may influence that effectiveness. This study investigated how secondary students understand the concept of engineering, including what engineering is and what engineers do. The purpose of this work was to describe students' conceptions of engineering, and to determine how those perceptions relate to student interest in engineering careers. The investigation was founded on the theoretical framework of conceptual ecology. Students from one high school that are typically underrepresented demographically in engineering programs were interviewed about their perspective on engineering. Interviews were transcribed and analyzed using the constant comparative and thematic analysis methods. Students who were interested in pursuing an engineering career generally believed that it involved hands-on building or fixing of cars, bridges, or airplanes. Students who were not interested in a career in engineering discussed a broader variety of types of engineering, and more often cited altruism and inherent interest as reasons that others would pursue such careers. Most students in this study did not express very complex or rich conceptions of engineers or engineering, but their conceptual ecologies suggest that they would be resistant to changing these conceptions. This suggests that recruitment and retention programs will need to directly address students' existing conceptions of engineering.

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Section: Conceptual Understandingmentioning

confidence: 99%

Secondary Students' Conceptual Understanding of Engineering as a Field

Montfort¹,

Brown²,

Whritenour³

2013

Journal of Pre-College Engineering Education Research (J-PEER)

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“…the paper [3] published by Champagne A.B, Klopfer L.E & Andersson J.H shows that heavier objects fall faster than lighter objects. The fact that the speed of an object descending along an incline increases with its mass is explained in [4] by Halloun I.A & Hestenes D and in [5] by Karpp E.R & Anderson N.H. the relation between mass & speed of a falling object has been investigated in [6], [7] by Sequeira M & Leite L and Shanon B. The various methods used for construction of analytical solutions-the traditional approach is explained in [8], [9] by Benacka J, Vial A.…”

Section: Introductionmentioning

confidence: 99%

A Study on Motion of a Free Falling Body in Kinematic Equation

Priyadharsini¹

2018

IJRASET

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The motion of a free falling object in kinematic equation is studied using its characteristics and strategy. The paper is based on the definition of Newton's law of motion. By appropriate examples, it is shown how to solve a free falling object with the given parameters in kinematic equation. Some sufficient conditions to determine the motion of a free falling object, based on the four kinematic equations are established. Some examples are illustrated to solve the problems.

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“…Kipnis 1998, Matthews 2000, McComas 2008, National Research Council 2011; to provide scientific clarification of the concept to be taught (Duit et al, 2005); to overcome conceptual difficulties by drawing on the similarity between philo-and onto-genesis of knowledge (e.g. McCloskey 1983, Halloun & Hestenes 1985, Galili & Hazan 2000. Despite the intensive support for using the HPS in science teaching, however, "the issue continues to be complex and controversial" (Galili 2011; see also Galili & Hazan 2001, Monk & Osborne 1997).…”

Section: Introductionmentioning

confidence: 99%

Theory Versus Experiment: The Case of the Positron

Leone

2014

Springer Proceedings in Physics

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The history of positron discovery is an interesting case-study of complex relationship between theory and experiment, and therefore could promote understanding of a key issue on the nature of science (NoS) within a learning environment. As it is well known we had indeed a theory, P.A.M. Dirac's theory of the anti-electron (1931), before the beginning of the experiments leading to the experimental discovery of the positive electron (Anderson, 1932). Yet, this case is not merely an instance of successful corroboration of a theoretical prediction since, as it will be shown, the man who made the discovery, Anderson, actually did not know from the start what to look for.

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Common sense concepts about motion

Abstract: Common sense beliefs of college students about motion and its causes are surveyed and analyzed. A taxonomy of common sense concepts which conflict with Newtonian theory is developed as a guide to instruction.

Cited by 615 publications

References 12 publications

Secondary Students' Conceptual Understanding of Engineering as a Field

Secondary Students' Conceptual Understanding of Engineering as a Field

A Study on Motion of a Free Falling Body in Kinematic Equation

Theory Versus Experiment: The Case of the Positron

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