Pseudowork-energy principle

Penchina, Claude M.

doi:10.1119/1.11359

Cited by 43 publications

(58 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The content of the topic is analyzed epistemologically by looking at its historical development, the difficulties that the scientific community had to overcome, and the arguments used to build new concepts and explanatory models [41] (understand phase). This epistemological analysis allows us to put forward a grounded definition of learning indicators (define phase).…”

Section: A Defining Learning Indicatorsmentioning

confidence: 99%

“…The teaching of work has generated a number of discussions in the literature [41][42][43][44]. In the history of physics, the concept of "work" had empirical meaning from the beginning.…”

Section: A Defining Learning Indicatorsmentioning

confidence: 99%

“…The definition of the types of energy depends on the selected system. For instance, the definitions of potential energy and external work [41].…”

Section: Learning Difficulties Learning Indicatorsmentioning

confidence: 99%

“…In the last decades some studies have shown specific aspects of the definition of work and they define some specific characteristics that the concept has in contemporary physics: -The concept of work depends on the concept of force and a considerable effort must be made to differentiate the scientific concept of work from the everyday meaning of the word (see Aarons and Jewet in Ref. [41]). …”

Section: Learning Difficulties Learning Indicatorsmentioning

confidence: 99%

“…-The amount of energy variation is measured by the work equation, which is the scalar product between two vector quantities [see Domenech et al and Bächtold and Guedj in Ref. [41].…”

Section: Learning Difficulties Learning Indicatorsmentioning

confidence: 99%

See 4 more Smart Citations

Evaluating and redesigning teaching learning sequences at the introductory physics level

Guisasola

Zuza

Ametller

et al. 2017

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

In this paper we put forward a proposal for the design and evaluation of teaching and learning sequences in upper secondary school and university. We will connect our proposal with relevant contributions on the design of teaching sequences, ground it on the design-based research methodology, and discuss how teaching and learning sequences designed according to our proposal relate to learning progressions. An iterative methodology for evaluating and redesigning the teaching and learning sequence (TLS) is presented. The proposed assessment strategy focuses on three aspects: (a) evaluation of the activities of the TLS, (b) evaluation of learning achieved by students in relation to the intended objectives, and (c) a document for gathering the difficulties found when implementing the TLS to serve as a guide to teachers. Discussion of this guide with external teachers provides feedback used for the TLS redesign. The context of our implementation and evaluation is an innovative calculus-based physics course for first-year engineering and science degree students at the University of the Basque Country.

show abstract

Section: A Defining Learning Indicatorsmentioning

confidence: 99%

“…The teaching of work has generated a number of discussions in the literature [41][42][43][44]. In the history of physics, the concept of "work" had empirical meaning from the beginning.…”

Section: A Defining Learning Indicatorsmentioning

confidence: 99%

“…The definition of the types of energy depends on the selected system. For instance, the definitions of potential energy and external work [41].…”

Section: Learning Difficulties Learning Indicatorsmentioning

confidence: 99%

Section: Learning Difficulties Learning Indicatorsmentioning

confidence: 99%

“…-The amount of energy variation is measured by the work equation, which is the scalar product between two vector quantities [see Domenech et al and Bächtold and Guedj in Ref. [41].…”

Section: Learning Difficulties Learning Indicatorsmentioning

confidence: 99%

See 3 more Smart Citations

Evaluating and redesigning teaching learning sequences at the introductory physics level

Guisasola

Zuza

Ametller

et al. 2017

Phys. Rev. Phys. Educ. Res.

View full text Add to dashboard Cite

show abstract

Scientific terminology and context: How broad or narrow are our meanings?

Pushkin¹

1997

J. Res. Sci. Teach.

View full text Add to dashboard Cite

The valuable insights of Slisko and Dykstra (Journal of Research in Science Teaching, 34, xx-xx, 1997) enhance discussions concerning the use of scientific terminology in classrooms and conceptions studies. Their insights encouraged self-reflection on prior definitions in this journal (Pushkin, Journal of Research in Science Teaching, 33, 223-224, 1996). Definitions intended to address specific terms with more clarity and precision, in retrospect, illustrate the potential difficulties specific terms create for educators and learner alike. Refined definitions will reflect a broader context.The term pseudoconception (Pushkin, 1996) is addressed in more detail. Conceptions studies may focus on learners' incorrect understandings; pseudoconceptions focus on correct understandings. Pseudoconceptions reflect the context of understanding; sensitivity is needed to the broadness or narrowness of that context. We sometimes perceive that education theory, physics, and chemistry are incompatible. All equally unique and important, none is completely independent from the others. Providing meaningful learning opportunities, science educators should see relevance in each; definitions of scientific terminology can reflect this.

show abstract

How do students in an innovative principle‐based mechanics course understand energy concepts?

2013

View full text Add to dashboard Cite

We investigated students' conceptual learning of energy topics in an innovative college-level introductory mechanics course, entitled Matter & Interactions (M&I) Modern Mechanics. This course differs from traditional curricula in that it emphasizes application of a small number of fundamental principles across various scales, involving microscopic atoms, macroscopic deformable objects, and large-scale planetary systems. To best match the unique features of this course, a multiple-choice energy assessment was developed. We followed the development framework and explicitly delineated test purpose, scope, and specifications to guide the design, implementation and evaluation of the energy assessment. Also, particular attention was given to: (1) categorizing content and cognition levels and (2) determining reasoning steps of each test item-aspects that often were not explicitly addressed in designing prior concept assessments. We implemented the energy assessment as a written test before and after course instruction with M&I students at two research universities. Interviews were also conducted to explore students' reasoning in applying energy concepts. Results showed that positive change in student conceptual understanding after course instruction was significant on the entire assessment, on individual items, and on individual test objectives. Subsequent interviews further revealed that after instruction students could properly apply the Energy Principle and perform qualitative analysis without using formula sheets. However, students still showed difficulty in dealing with systems involving deformable objects. This study exemplifies practical means of establishing and evaluating key assessment features, provides evidence for the effectiveness of a principle-focused approach to physics learning, and offers useful implications for teaching energy topics. # 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 722-747, 2013 Keywords: introductory physics; college level; modern mechanics; assessment; energy Previous studies on teaching and learning of energy topics in introductory physics courses have revealed that students have serious difficulties with basic energy concepts. Students often confuse energy with force and power (Goldring & Osborne, 1994;Viennot, 1979), mistake work for force (Singh & Rosengrant, 2003), and use work, heat, and internal energy interchangeably (Loverude, Kautz, & Heron, 2002;Meltzer, 2004). Also, students have trouble determining the work done on an object, particularly the sign of the work. Beyond all these difficulties, students often fail to use the work-energy theorem in answering relevant questions (Lawson & McDermott, 1987;Pride, Vokos, & McDermott, 1998 Some scholarly discussions suggest students' conceptual deficiencies of energy concepts are due to at least two underlying causes. First, energy concepts at the introductory physics level are complex and difficult even for physics teachers to gain a clear understanding (Kemp, 1984;Warren, 1972). Besides the fact that energy, work,...

show abstract

Pseudowork-energy principle

Cited by 43 publications

References 0 publications

Evaluating and redesigning teaching learning sequences at the introductory physics level

Evaluating and redesigning teaching learning sequences at the introductory physics level

Scientific terminology and context: How broad or narrow are our meanings?

How do students in an innovative principle‐based mechanics course understand energy concepts?

Contact Info

Product

Resources

About