Naive Physics Reasoning: A Commitment to Substance-Based Conceptions

Reiner, Miriam; Slotta, James D.; Michelene, T. H.; Resnick, Lauren B.

doi:10.1207/s1532690xci1801_01

Cited by 290 publications

(251 citation statements)

References 34 publications

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“…For this reason the contexts where and how conceptions are used by students have become an important concern. Smith et al (1993) and Reiner et al (2000) emphasized that even experts have novice knowledge in several contexts, and novice knowledge refinement might be useful in constructing expert knowledge. Considering these arguments, Smith et al (1993) recommended research that focuses on the evolution of expert understandings in specific conceptual domains built on students" novice conceptions.…”

Section: Student Conceptions and Misconceptionsmentioning

confidence: 99%

“…There are several studies in the literature on understanding students" conceptions in science and there has been more research in the domain of physics than in any other discipline (Duit, 2009;Duit, Niedderer, & Schecker, 2007;McDermott, 1990a;Reiner et al, 2000; Wandersee et al, 1994). These studies have focused on certain concepts in mechanics (Clement, 1982;Halloun & Hestenes, 1985;McCloskey, 1983), electricity (McDermott &Shaffer, 1992; Shipstone, 1988), and heat and temperature (Erickson, 1979(Erickson, , 1980Rogan, 1988).…”

mentioning

confidence: 99%

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Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics

Gürel

Eryılmaz

McDermott

2017

Research in Science & Technological Education

117

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iii I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. held by more than 10 % of the pre-service teachers, were identified and considered to be significant.

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Section: Student Conceptions and Misconceptionsmentioning

confidence: 99%

mentioning

confidence: 99%

Development and application of a four-tier test to assess pre-service physics teachers’ misconceptions about geometrical optics

Gürel

Eryılmaz

McDermott

2017

Research in Science & Technological Education

117

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“…Substance conceptualizations of physics concepts have been held responsible for a large number of physics misconceptions [35]. Such research specifically highlights force, heat, light, and electric current as processes (occurrences over an extended time interval) that novices miscategorize as substances (types of material) [9][10][11]19,35].…”

Section: A Advantages Of a Substance Ontology For Energymentioning

confidence: 99%

“…Such research specifically highlights force, heat, light, and electric current as processes (occurrences over an extended time interval) that novices miscategorize as substances (types of material) [9][10][11]19,35]. For example, if students incorrectly think of force as a substance, they might tend to think of it as residing in a single object.…”

Section: A Advantages Of a Substance Ontology For Energymentioning

confidence: 99%

“…Rather, those cases show only the limit of the metaphor's cognitive utility. For example, material substances have a number of properties, including being pushable, frictional, consumable, inertial, and gravity sensitive [35]; these are qualities which should not to be attributed to energy in introductory physics. On the other hand, other features of substances productively characterize energy in introductory physics, including being containable, localized, movable, additive, and conserved.…”

Section: Phys Rev St Phys Educ Res 8 020114 (2012)mentioning

confidence: 99%

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Representing energy. I. Representing a substance ontology for energy

Scherr

McKagan

et al. 2012

Phys. Rev. ST Phys. Educ. Res.

116

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The nature of energy is not typically an explicit topic of physics instruction. Nonetheless, verbal and graphical representations of energy articulate models in which energy is conceptualized as a quasimaterial substance, a stimulus, or a vertical location. We argue that a substance ontology for energy is particularly productive in developing understanding of energy transfers and transformations. We analyze classic representations of energy-bar charts, pie charts, and others-to determine the energy ontologies that are implicit in those representations, and thus their affordances for energy learning. We find that while existing representations partially support a substance ontology for energy and thus the learning goal of energy conservation, they have limited utility for tracking the flow of energy among objects.

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