The development of first year physics students' ideas about measurement in terms of point and set paradigms

Buffler, Andy; Allie, Saalih; Lubben, Fred

doi:10.1080/09500690110039567

Cited by 119 publications

(139 citation statements)

References 16 publications

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“…Based on previous studies, the researchers developed a framework for interpreting students' reasoning as belonging to what has been characterized as the "set" or "point" paradigms (Buffler, Allie, Lubben & Campbell, 2001). The latest formulation is shown in Table 1 (Buffler, Allie, Lubben & Campbell, 2003, p.2).…”

Section: Previous Researchmentioning

confidence: 99%

University students’ ideas about data processing and data comparison in a physics laboratory course

Kung

Linder

2012

NorDiNa

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This study investigates undergraduate students' ability to use the ideas of measurement and uncertainty to process and compare experimental data. These ideas include not only knowing what it means to use an instrument to take a measurement, but also being able to apply that knowledge, including the ideas that make up uncertainty analysis, to every aspect of an experiment. A physics laboratory course for the Energy Systems Engineering programme at Uppsala University has been designed to focus on teaching students the ideas of measurement and the associated laboratory skills. In the reported study, we use an open-ended survey to investigate students' ideas about data processing and data comparison before and after this laboratory course. The results show that several students, even after the course, are still unable to appropriately use the ideas of uncertainty. This suggests that these ideas must be continuously revisited and explored as a fundamental part of all undergraduate laboratory experiences. IntroductionData processing and data comparison principally involve the ideas of measurement and uncertainty. Measurement and its related uncertainty are at the very heart of empirical science, and as such are widely considered to be one of the most fundamental and important components of a student's science education (for example, Duggan & Gott, 2002;Welzel et al., 1998). Each phase of an experiment -the design, performance, analysis, and conclusion phases -requires that students know what it means to take a measurement and be able to apply this knowledge along with an understanding of the associated uncertainty. We propose that the underlying ideas for understanding uncertainty can be broadly categorized as follows: (Similar lists may be found in Deardorff, 2001, andFairbrother &Hackling, 1997.) • All measurements have an associated uncertainty, which can and should be quantified and reported.• A calculated result has an associated uncertainty based on the uncertainty carried in its dependent values.University students' ideas about data processing and data comparison in a physics laboratory course

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Section: Previous Researchmentioning

confidence: 99%

University students’ ideas about data processing and data comparison in a physics laboratory course

Kung

Linder

2012

NorDiNa

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“…Semelhante a Buffler et al [10], os procedimentos de medição dos alunos foram analisados segundo as categorias coleta, processamento e comparação de dados.…”

Section: Metodologiaunclassified

“…O conhecimento procedimental carrega uma concepção de atuação e de evidência que permite ao sujeito "julgar a qualidade dos resultados experimentais e, eḿ ultima instância, informar se os resultados constituem ou não um novo conhecimento válido" [10]. Uma preocupação do ensino de ciências referente a esse conhecimento volta-seà problemática sobre como um estudante age no encaminhamento de uma medição, visto que aquilo queé encontrado e compreendido por ele precisa passar do domínio pessoal para o reino do conhecimento compartilhado.…”

Section: Introductionunclassified

“…Vários estudos vêm concentrando seu foco de interesse nas representações problemáticas sobre medição de estudantes [10,[13][14][15]. Em momentos de instrução, as mais variadas orientações instrucionais, fundamentadas no emprego do teste de hipóteses ou que aplicam um paradigma, de inclinações, respectivamente, popperiana e kuhniana, ou, possivelmente, segundo orientações verificacionistas ou indutivistas mais corriqueiras e criticáveis, são prejudicadas, pois as mencionadas representações são enfrentadas com dificuldades pelo professor, em razão de se oporem radicalmenteàs científicas [16, p. 1070].…”

Section: Introductionunclassified

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Superações conceituais de estudantes do ensino médio em medição a partir de questionamentos de uma situação experimental problemática

Laburú

Silva

Sales

2010

Rev. Bras. Ensino Fís.

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No ensino médio, professores de matérias científicas comumente abandonam atividades experimentais quantitativas e um dos principais motivos para isso acontecer se deve a pouca compreensão de como enfrentar com os estudantes o tratamento de dados experimentais. Nesse nível escolar, investigações em ensino de ciências voltadas às atividades experimentais que envolvem mensurações indicam que os estudantes vêm para a sala de aula com um conjunto de idéias problemáticas sobre medição, que se encontram reunidas na literatura com a denominação de paradigma Pontual. Tais idéias se encontram diametralmente opostas às científicas. Diante disso e considerando que as atividades experimentais permeiam muitos dos conhecimentos científicos, torna-se necessário o aprofundamento de estudos sobre o processo educacional relacionado à medição. Além de diferenciar-se de outras investigações quanto à amostra e metodologia empregada, esta pesquisa procura compreender até que ponto os alunos do primeiro ano do ensino médio conseguem construir uma aproximação com o conceito científico de medição, denominado de paradigma de Conjunto, quando estão envolvidas apenas questões provocativas e experimentos preparados para induzir essa construção.

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“…We also consider them to be important in empowered forms of scientific literacy, to enable students to engage with scientists' claims and scientific argumentation (Gott and Duggan 2007;Gott and Roberts 2008;Gott 2001a, 2001b). As Buffler, Allie and Lubben (2001) argue: 'Procedural knowledge (in the context of experimental work) will inform decisions, for example, when planning experimental investigations, processing data and using data to support conclusions' (p.1137).…”

Section: An Understanding Of Ideas About Evidence Perspectivementioning

confidence: 99%

Scientific evidence as content knowledge: a replication study with English and Turkish pre-service primary teachers

Roberts

Sahin-Pekmez

2012

European Journal of Teacher Education

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This is a preprint of an article whose nal and denitive form has been published in the European journal of teacher education c 2012 copyright Taylor Francis; European journal of teacher education is available online at: http://www.tandfonline.com/openurl?genre=articleissn=0261-9768volume=35issue=1spage=91Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details.

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The development of first year physics students' ideas about measurement in terms of point and set paradigms

Cited by 119 publications

References 16 publications

University students’ ideas about data processing and data comparison in a physics laboratory course

University students’ ideas about data processing and data comparison in a physics laboratory course

Superações conceituais de estudantes do ensino médio em medição a partir de questionamentos de uma situação experimental problemática

Scientific evidence as content knowledge: a replication study with English and Turkish pre-service primary teachers

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