Conceptual change in physics: children’s naive representations of sound

Mazens, Karine; Lautrey, Jacques

doi:10.1016/s0885-2014(03)00018-2

Cited by 47 publications

(40 citation statements)

References 13 publications

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“…telecommunications or electronics). Albeit at another level, this finding is paralleled by that of Mazens and Lautrey (2003) in children: the conceptual change in knowledge about sound does not happen through the sudden transfer from one ontological category to another, but rather through a slow and gradual process of belief revision. In other words, one does not go from one fully consistent model to another equally consistent one (i.e.…”

Section: The Issue Of Students' Mental-model Consistencymentioning

confidence: 78%

“…Houle and Barnett (2008) found similar percentages in 11-to 14-yearold children (53 and 42% before and after instruction). Mazens and Lautrey (2003) had previously found percentages for an immaterial conception of sound ('no substantiality, no permanence and no weight'), which gradually rose from 9% at the age of 6 to up to 50% at the age of 10. However, because of its characteristics (exclusively macroscopic level of sound transmission and education level), this research is only marginally comparable to ours.…”

Section: Basic Mental Model Of Soundmentioning

confidence: 99%

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Misconceptions About Sound Among Engineering Students

2011

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Our first objective was to detect misconceptions about the microscopic nature of sound among senior university students enrolled in different engineering programmes (from chemistry to telecommunications). We sought to determine how these misconceptions are expressed (qualitative aspect) and, only very secondarily, to gain a general idea of the extent to which they are held (quantitative aspect). Our second objective was to explore other misconceptions about wave aspects of sound. We have also considered the degree of consistency in the model of sound used by each student. Forty students answered a questionnaire including open-ended questions. Based on their free, spontaneous answers, the main results were as follows: a large majority of students answered most of the questions regarding the microscopic model of sound according to the scientifically accepted model; however, only a small number answered consistently. The main model misconception found was the notion that sound is propagated through the travelling of air particles, even in solids. Misconceptions and mental-model inconsistencies tended to depend on the engineering programme in which the student was enrolled. However, students in general were inconsistent also in applying their model of sound to individual sound properties. The main conclusion is that our students have not truly internalised the scientifically accepted model that they have allegedly learnt. This implies a need to design learning activities that take these findings into account in order to be truly efficient.

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Section: The Issue Of Students' Mental-model Consistencymentioning

confidence: 78%

Section: Basic Mental Model Of Soundmentioning

confidence: 99%

Misconceptions About Sound Among Engineering Students

2011

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“…She claims that cognitive developmental psychology and science education can maintain their own identities while sharing an intersecting area where new research emerges-a middle level cognitive developmental psychology of science education. An example of a middle level developmental theory of science education is children's naïve representations of sound (Mazens & Lautrey, 2003). Mazens and Lautrey studied 6 -10-yearold children on their concept development of sound.…”

Section: Introductionmentioning

confidence: 99%

Students' progression of understanding the matter concept from elementary to high school

Liu

Lesniak

2005

Sci. Ed.

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Using the US national sample from the Third International Mathematics and Science Study (TIMSS) and the Rasch modeling method, this study identified the conceptual progression sequence of various matter concept aspects, and compared students' latent abilities against the sequence. We found that the four matter aspects, i.e. conservation, physical properties and change, chemical properties and change, and structure and composition, are interrelated. Although they differ in overall difficulty with an increased difficulty from conservation to physical properties and change to chemical properties and change and to structure and composition, the difference among them is not statistically significant at the 0.05 level. Elementary school students (3rd and 4th grades) have an average latent ability below the average difficulty of items on the conservation aspect; 7th graders' average latent ability is above the average difficulty level of the conservation and physical properties and change aspects; 8th and 12th grade students' average latent ability is above the average difficulty level of all the aspects except for structure and composition; and 12th grade science specialization students' average latent ability is above the average difficulty level of all the four aspects. We proposed a dynamic overlapping wave model of matter concept development to make sense the above-identified progression patterns.

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“…The results of this study revealed that using concept cartoons are effective on teaching the concept of sound. Mazens and Lautrey (2003) researched the conceptual change processes of eighty nine students from primary school, ranging in age from six to ten, in terms of sound concept. This study encountered misconceptions before education such as thinking that the sound passes through holes, that sound cannot pass through nonpermeable environments.…”

Section: Studies On the Sound Conceptmentioning

confidence: 99%

Conceptual Level of Understanding about Sound Concept: Sample of Fifth Grade Students/Ortaokul Beşinci Sınıf Öğrencilerinin Ses Kavramı ile İlgili Kavramsal Anlama Düzeyleri

Sarıoğlan¹

2016

e-uead

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In this study, students' conceptual change processes related to the sound concept were examined. Study group was comprises of 325 fifth grade middle school students. Three multiple-choice questions were used as the data collection tool. At the data analysis process "scientific response", "scientifically unacceptable response" and "no response" categories were used. While about the concept of sound before instruction scientific answer rate was very low, after instruction the rate of misconceptions has decreased. At students "the sound is not spread in solid and liquid phase" and "sound spread velocity does not depend on the phase" misconceptions were encountered. After instruction students' scientific answer rate has been increased. Experimental based instruction process has been effective in changing students' ideas about the concept of sound. Different studies can be done for investigating in this age group students' ideas about the concept of sound.

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Conceptual change in physics: children’s naive representations of sound

Cited by 47 publications

References 13 publications

Misconceptions About Sound Among Engineering Students

Misconceptions About Sound Among Engineering Students

Students' progression of understanding the matter concept from elementary to high school

Conceptual Level of Understanding about Sound Concept: Sample of Fifth Grade Students/Ortaokul Beşinci Sınıf Öğrencilerinin Ses Kavramı ile İlgili Kavramsal Anlama Düzeyleri

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