Nature, Cause and Effect of Students’ Intuitive Conceptions Regarding Changes in Velocity

Lemmer, Miriam

doi:10.1080/09500693.2011.647110

Cited by 19 publications

(21 citation statements)

References 17 publications

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“…Research has shown that learners have difficulties regarding mechanics (Halloun & Hestenes 1985;Lemmer 2013;McDermott et al 1987) and graphs of motion in particular (Barclay 1985;Clement 1985;Lapp & Cyrus 2000). The most common reported difficulty in graphs of motion is that learners think that the shape of a graph resembles the path taken by the object (Barclay 1985;Clement 1985;Lapp & Cyrus 2000).…”

Section: Graphs Of Motion As a Curriculum Topicmentioning

confidence: 99%

A Comparison Between Reported and Enacted Pedagogical Content Knowledge (PCK) About Graphs of Motion

2018

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This paper reports a case study of four grade 10 physical sciences teachers" PCK about graphs of motion. We used three data collection strategies, namely teachers" written accounts, captured by the Content Representation (CoRe) tool, interviews and classroom observations. We conceptualised the PCK displayed in the CoRe tool and the interview as "reported PCK" and the PCK demonstrated during lessons as "enacted PCK". These two manifestations of PCK were compared to establish the extent of agreement between reported and enacted PCK. We adopted the Topic Specific PCK (TSPCK) model as the framework that guided this study. This model describes TSPCK in terms of five components of teacher knowledge. Guided by the model, we designed two rubrics to assess these manifestations of TSPCK on a four point scale. The results of this study indicated that the reported PCK was not necessarily a reflection of the PCK enacted during teaching. The levels of PCK in the components were seldom higher in the enacted PCK, but tended to be similar or lower than in the reported PCK. The study implies that the enactment of PCK should be emphasized in teacher education.

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Section: Graphs Of Motion As a Curriculum Topicmentioning

confidence: 99%

A Comparison Between Reported and Enacted Pedagogical Content Knowledge (PCK) About Graphs of Motion

2018

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“…Going faster means going for more time. • The first two examples in the above list can be ascribed to everyday observations, for example, all objects moving on or near the earth come to rest and the effects of irregularities are more obvious for slow-moving objects (Lemmer, 2013). The last example in DiSessa's list given above, called changes take time can be attributed to the medieval impetus theory that perceives impetus as the causal agent 'injected' into a moving object and then fading or draining away (McCloskey, 1983).…”

mentioning

confidence: 99%

“…In terms of force, the so-called force-as mover misconception is found to occur all over the world and is particularly resistant to change with tuition (Thijs & Van den Berg, 1995;Trowbridge & McDermott, 1981). A consequence of this conception is that learners always ascribe a force in the direction of motion, whether the moving object has a positive, negative or zero acceleration (Lemmer, 2013).…”

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confidence: 99%

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Learner’s Alternative and Misconceptions in Physics: A Phenomenographic Study

Motlhabane

2016

JBSE

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This phenomenographic case study attempted to determine the alternative and misconceptions of learners in selected concepts in Physics. The research adds another dimension to understanding alternative conception in kinematics by qualitatively determining how learners describe/define a distance of 0m, a displacement of 0m, a speed of 0m/s, a velocity of 0m/s as well as an acceleration of 0m/ss. Data were gathered by means of a free response test. Senior high school grade 12 learners were purposefully selected to complete the test. Data were analyzed by qualitatively interrogating the descriptions and related graphs and pictures to look for the ways in which learners described these concepts. The research revealed that some learners were not able to comprehend the meaning of a displacement of 0m, thus they experienced challenges in the understanding of the concepts such as a speed of 0m/s, a velocity 0m/s and an acceleration 0m/ss. The data seems to suggest that learners fail to formalise and contextualise “0” as a concept in kinematics. Key words: alternative and misconceptions, contextualising “0” concept, kinematics concepts, phenomenographic study.

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“…Empirical studies, however, showed that learners have preconceptions for many materials and that these preconceptions don't match today's scientific concepts (Barke et al, 2012). The different form of students understanding and self-constructed conceptions have been called by a number of different terms such as "alternative conceptions" (Hanson, 2019), "Alternative Framework" (Seligin, 2012), "Misconceptions" (Mubarak et al, 2016), "naïve conception" (Lachapelle et al, 2013), "children ideas" (Wee, 2012), "intuitive conceptions" (Lemmer, 2013), "intuitive science" (Russ et al, 2012), "conceptual difficulties" (Akram et al, 2014), "phenomenological primitives" (Ozdemir, 2013), and "mental models" (Sunyono et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Identifying Undergraduate Students’ Misconceptions in Understanding Acid Base Materials

Mubarak¹,

Yahdi²

2020

JPII

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Students’ misconceptions have become phenomenon in teaching and learning, especially in chemistry which is considered as difficult subject. The objective of this study is to identify undergraduate student’s misconception profiles related to acid-base concepts in inorganic chemistry. This test was conducted with 15 item three tier multiple choices test. Data were identified descriptively and qualitatively. This test instruments are judged as valid with CVR score of 0,99 and mean of 1,73. Meanwhile, the reliability for this instrument varies for each tier combination; for tier one only, r11 was given reliability score for 0,93; for combination tier one and tier two, r11 score was 0,90, and for combination of all tiers, r11 score was 0,81. The test conducted revealed that average percentage of misconception in this test is 33.31% for all items. The highest misconception profile is 60,61% in item no.6 hard soft acid base concept. This includes 15,15% misconception false positive, 9,09% misconception false negative, and 36.36% specific misconception.

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Nature, Cause and Effect of Students’ Intuitive Conceptions Regarding Changes in Velocity

Cited by 19 publications

References 17 publications

A Comparison Between Reported and Enacted Pedagogical Content Knowledge (PCK) About Graphs of Motion

A Comparison Between Reported and Enacted Pedagogical Content Knowledge (PCK) About Graphs of Motion

Learner’s Alternative and Misconceptions in Physics: A Phenomenographic Study

Identifying Undergraduate Students’ Misconceptions in Understanding Acid Base Materials

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