Force concept inventory

Hestenes, David; Wells, Malcolm; Swackhamer, Gregg

doi:10.1119/1.2343497

Cited by 2,230 publications

(1,447 citation statements)

References 7 publications

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“…All the questionnaires except those in the last subset on the conservation of Mechanical energy check students' understanding of basic concepts of kinematics and Newtonian dynamics in one dimension only. Although the FMCE is not used so broadly as other survey tools of conceptual understanding of dynamics such as Force Concept Inventory (FCI) by Hestenes et al [3], we found some advantages in it. Compared with the FCI, the FMCE is more adequate to investigate students' understanding on the basic ideas of Newton's 3 laws.…”

Section: Translation Of Force and Motion Conceptual Evaluationmentioning

confidence: 85%

Trial of “Force and Motion Conceptual Evaluation” Tests in Japanese High Schools

Ryu¹,

Iwama²,

Toshiaki³

et al. 2014

Proceedings of the 12th Asia Pacific Physics Conference (APPC12)

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A tentative version of Japanese translation of "Force and Motion Conceptual Evaluation" was used in a preliminary research to investigate high school students' conceptual understanding of Newtonian dynamics after the students attended formal courses on the topic in 2006 -07. The results obtained were generally similar to those of post-tests after traditional lectures in universities in U.S.A.. It was also used as pre-and post-test at two extramural classes on dynamics based on the active learning materials. The results of those uses suggested a well validated version of the translated test and more systematic large scale research can contribute well to physics education research in Japan.

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Section: Translation Of Force and Motion Conceptual Evaluationmentioning

confidence: 85%

Trial of “Force and Motion Conceptual Evaluation” Tests in Japanese High Schools

Ryu¹,

Iwama²,

Toshiaki³

et al. 2014

Proceedings of the 12th Asia Pacific Physics Conference (APPC12)

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show abstract

“…However, to accomplish this goal, it is necessary to develop an assessment tool that can be easily administered to a large group of students at multiple time points. The Force Concept Inventory, 13 an instrument used to probe understanding of Newtonian concepts, provides an example of such an assessment that not only measures student understanding, but also identifies students' misconceptions. A tool of similar design to assess biomedical literacy could prove valuable in assessing student gains in scientific literacy and further, to identify specific areas where instruction needs to be improved.…”

Section: Discussionmentioning

confidence: 99%

A Translational Bioengineering Course Provides Substantial Gains in Civic Scientific Literacy

et al. 2007

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Abstract-A growing number of essential consumer choices and public policy issues require a basic level of scientific literacy. Recent studies suggest as many as three-quarters of adults are unable to read and understand news accounts of scientific advances and controversies. In response to this challenge, a new course for non-science majors, Bioengineering and World Health, was designed to improve biomedical literacy. The goal of this study was to compare scientific literacy of students enrolled in the course to that of two groups of students who had not taken the course; the first control group included students majoring in Biomedical Engineering (BME), the second included those majoring in Liberal Arts or Natural Sciences. Small group interviews in which students discussed science news accounts from the popular press were used to assess scientific literacy. Students in Bioengineering and World Health showed increasing scientific literacy throughout the course. At the conclusion of Bioengineering and World Health, the mean scientific literacy of students in the course was significantly higher than that in both control groups. Students were stratified by the number of semester credit hours completed in science, math, engineering and technology (SME&T) courses. Regardless of number of SME&T hours completed, the mean scientific literacy of students completing Bioengineering and World Health was equivalent to that of BME majors who had completed more than 60 semester credit hours of SME&T coursework, suggesting that a single introductory course can significantly influence scientific literacy as measured by participant's ability to discuss medical innovations from a common news source.

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“…Quantitative evaluation is done with Force Concept Inventory (FCI) [5]. Results in these four years are shown in Table II.…”

Section: Evaluation With Fcimentioning

confidence: 99%

Tutorial at a Japanese University as an Interactive Physics Class

Uematsu

2014

Proceedings of the 12th Asia Pacific Physics Conference (APPC12)

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In order to establish students' physics concepts many types of interactive engagements are suggested and their applications to a physics class are reported by Physics Education Research groups in the United States. Among them, Tutorials which replace a traditional recitation is known to be especially effective. We implemented Tutorials in a physics class at a university in Japan. In spite of the difference of curricula and the class size between ours and ones in the United States, our students also showed much better concept building than in a traditional recitation class of previous years.

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Force concept inventory

Cited by 2,230 publications

References 7 publications

Trial of “Force and Motion Conceptual Evaluation” Tests in Japanese High Schools

Trial of “Force and Motion Conceptual Evaluation” Tests in Japanese High Schools

A Translational Bioengineering Course Provides Substantial Gains in Civic Scientific Literacy

Tutorial at a Japanese University as an Interactive Physics Class

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