Distinction between the concepts of weight and mass in high school students

Mullet, Étienne; Gervais, Hélène

doi:10.1080/0950069900120210

Cited by 20 publications

(11 citation statements)

References 13 publications

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“…The findings on the intuitive mastery test for the notion of density exhibit features similar to those reported in Mullet and Vidal [8] and Mullet and Gervais [9]. With students enrolled in a French 4th form technology classes in the middle of the school year, as with students in a regular 4th form at the start of the school year, the two equations: mass = f (density + volume) density = f (mass -volume) (4) (5) describe (at a certain level of generality) the information integration rules implemented in judgments of mass and density.…”

Section: Intuitive Masterysupporting

confidence: 74%

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Effectiveness of a Physics Computer Program on Fifteen-Year-Old “Technology” Students

Chartier¹,

Mullet

Grandjean³

1991

Journal of Educational Computing Research

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This article investigates the relative effectiveness of a computer assisted teaching (CAT) program in Physics on 1) correct application of multiplication and division calculation algorithms, and 2) the degree of intuitive mastery of the target notion of density of French students aged approximately fifteen, enrolled in a special "technology" class in a vocational school. EFFECTIVENESS OF THE PROGRAMThe effectiveness of the CAT program is defined as the effect of the program itself, i.e., its effectiveness is measured against the effectiveness of classroom teaching using material patterned after the software content, with the same teacher in both contexts.The "technology" students making up the sample are low achievers, i.e., students for whom standard classroom methods of transfer of knowledge are probably poorly adapted. Our aim was to test whether a different mode of transfer of knowledge--computer instruction-would have a positive effect on performance of these students (for a discussion of novelty effects of software see [l]) in a situation where course content, the teacher, the progression and the exercises were for all extents and purposes identical. 'This work was supported by the Conservatoire National des Arts et Metiers, the Ecole Pratique des Hautes Etudes, 3e section, the Universitt? R e d Descartes and the Labacolil.21 9 0 1991, Baywood Publishing Co., Inc.

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Section: Intuitive Masterysupporting

confidence: 74%

“…Comparable results have been obtained by Mullet and Gervais [9] on a sample of French 5th and 3rd form students. However, when asked to estimate the density of objects whose mass (high, medium, low) and volume are known, subjects implement a variety of rules.…”

Section: Densitysupporting

confidence: 73%

Effectiveness of a Physics Computer Program on Fifteen-Year-Old “Technology” Students

Chartier¹,

Mullet

Grandjean³

1991

Journal of Educational Computing Research

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“…Although atomic and molecular structures and behaviours explain a plethora of chemical and lot of physical phenomena, students have difficulties understanding many concepts related to gases, liquids and solids (Krnel et al, 1998;Mullet and Gervais, 1990;Lee et al, 1993;BouJaoude, 1991;Domenech et al, 1993;Novick and Nussbaum, 1978;Benson et al, 1993;Krnel, 1994;Pereira and Pestana, 1991) and quantum concepts (Styer, 1996;Petri and Niedderer, 1998;Griffiths and Preston, 1992). For example, some drawings of high-school students…”

Section: Coverage Of Conceptsmentioning

confidence: 99%

Science learning in virtual environments: a descriptive study

Trindade

Fiolhais

Almeida

2002

Brit J Educational Tech

149

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Usually, students learn more if the method of instruction matches their learning style. Since Physics and Chemistry deal with three-dimensional (3-D) objects, the ability to visualize and mentally manipulate shapes is very helpful in their learning. In fact, much of what Physics and Chemistry students know takes the form of images. However, little attention has been given to the pedagogical effectiveness of visual stimuli in those disciplines. Computers are being increasingly used as teaching tools. The new approaches include simulations, multimedia presentations and, more recently, virtual environments. Computer-based worlds are useful to visualize physical and chemical processes allowing for better conceptual understanding. Since 3-D virtual environments need to be explored and evaluated in science education, we have created a virtual environment (Virtual Water) for studying phases of matter, phase transitions and atomic orbitals at the final year of high school and first year of university levels. Based on that work, we discuss the implications of visual learning in designing strategies to cater for differences in learning modes. Our study indicates that 3-D virtual environments may help students with high spatial aptitude to acquire better conceptual understandings. However, only some parameters (interactivity, navigation and 3-D perception) have shown to be relevant and only for some topics. On the other hand, stereoscopic visualizations do not seem to be relevant, with the exception of crystalline structures.

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“…This enables them to build up a representation of the functional relationships between mass and volume and/or mass and substance (density) and/ or volume and substance. Another reason why this situation was selected is that the many findings as regards the perceived relationships between these concepts, obtained in previous studies among children, adolescents, and young and older adults (Chartier, Mullet, & Grandjean, 1991;Léoni & Mullet, 1993;Léoni, Mullet, & Chasseigne, 2002;Mullet & Gervais, 1990) offered a background for the present study.…”

Section: The Present Studymentioning

confidence: 99%

Effect of Hypoxia on Information Integration Capacities

2018

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The effect of hypoxia on cognitive processes is an undisputed finding but its extent remains difficult to predict in each particular circumstance. The present study examined the impact of hypoxia on information integration capacities in daily life settings. A sample of 14 students was presented with a series of cards depicting an object a) having a given volume and made of a given substance, and asked to infer its mass;or b) having a given mass and density, and asked to infer its volume; or c) having a given volume and mass, and asked to infer its density. There were three levels of hypoxia situations. In a baseline situation, participants were instructed to put a mask connected with an AltiTrainer (equipment that regulates the oxygen partial pressure provided through the mask) and to perform the three judgment tasks in close succession. The two other situations were similar to the baseline situation except that the AltiTrainer was configured to simulate altitude levels either 1100 m or 3100 m higher than the one in the baseline situation. Contrary to our expectations, no difference in performance was found between the three experimental situations. People’s information integration capacities are not affected by hypoxia, even if acclimatization to it has not taken place, and as far as it is not too severe.

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Distinction between the concepts of weight and mass in high school students

Cited by 20 publications

References 13 publications

Effectiveness of a Physics Computer Program on Fifteen-Year-Old “Technology” Students

Effectiveness of a Physics Computer Program on Fifteen-Year-Old “Technology” Students

Science learning in virtual environments: a descriptive study

Effect of Hypoxia on Information Integration Capacities

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