Toward an Epistemology of Physics

diSessa, Andrea A.

doi:10.1080/07370008.1985.9649008

Cited by 1,289 publications

(863 citation statements)

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“…Our orientation toward student thinking is consistent with that embodied in [16]: we assume that students think in ways that are sensible to them; that student thinking is often continuous with expert thinking in physics; and that quality learning builds on students' ideas.…”

Section: Theoretical Framework: Resourcesmentioning

confidence: 80%

University Student Conceptual Resources for Understanding Forces

Robertson¹,

Goodhew²,

Scherr³

et al. 2018

2017 Physics Education Research Conference Proceedings

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We present preliminary results from our investigation of introductory physics students' conceptual resources for understanding forces. We analyzed a total of 1057 student responses to conceptual questions about forces and identified three common, prevalent resources that students used in justifying their answers, including the ideas that forces change the motion of objects, objects that have motion keep that motion, and motion is due to an imbalance of forces. We illustrate some of the ways in which these resources manifested in student responses and discuss how these ideas are continuous with physics understandings. We situate our work in the literature on student thinking about forces and instructor pedagogical content knowledge (PCK).

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Section: Theoretical Framework: Resourcesmentioning

confidence: 80%

University Student Conceptual Resources for Understanding Forces

Robertson¹,

Goodhew²,

Scherr³

et al. 2018

2017 Physics Education Research Conference Proceedings

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“…Such information should be more readily available in order to develop teachers' pedagogical content knowledge and help them effectively transfer this knowledge into school science practice. DiSessa (1993DiSessa ( , 2008 commented that young children do not have consistent knowledge structures and instead, held knowledge in pieces and later formed coordination classes for knowledge construction. Tiberghien (1994) commented that different forms of conceptual change refer to theory revision (e.g., change of paradigms, principles, and laws), model modification (e.g., change of formalism, qualitative aspects), and changes in the experimental field of evidence (e.g., measurements, experimental facts).…”

Section: What Conceptual Change Is and What Changes In Conceptual Chamentioning

confidence: 99%

Examining the Factors That Influence Students’ Science Learning Processes and Their Learning Outcomes: 30 Years of Conceptual Change Research

Lin

Yen²,

Liang

et al. 2016

EURASIA J MATH SCI T

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This study used content analysis to examine the most studied conceptual change factors that influence students' science learning processes and their learning outcomes. The reviewed research included empirical studies published since Posner et al. proposed their conceptual change model 30 years ago (from 1982 to 2011). One hundred sixteen SSCI journal and full text articles were sampled from the Education Resources Information Center database. "Conceptual change" in the title of the articles was used for screening the articles. The results showed that learning outcomes chiefly examined students' conceptual change and their science achievement. The most studied factors influencing conceptual change were associated with instruction and personal reasoning ability. As for instruction, multiple instructional methods were usually integrated in the research, and "conceptual conflict" and "cooperative learning" were found to be gaining the most attention. In addition, certain instructional methods were more frequently linked to specific science subjects. Educators require knowledge of conceptual change theories and strategies. Such information should be more readily available in order to develop teachers' pedagogical content knowledge and help them put it effectively into practice.Keywords: conceptual change, conceptual ecology, content analysis, Education Resources Information Center (ERIC), learning factor, learning outcome Correspondence: Mei-Hung Chiu, Graduate Institute of Science Education, National Taiwan Normal University, 88, Sec 4 Ting-Chou Road, 116 Taipei, Taiwan E-mail: mhchiu@ntnu.edu.tw OPEN ACCESSJ.-W. Lin et al. 2618© 2016 iSER, Eurasia J. Math. Sci. & Tech. Ed., 12(9), Examining the Factors That Influence Students' Science Learning Processes and Their Learning Outcomes: 30 Years of Conceptual Change ResearchIt has been 30 years since Posner and his colleagues (Posner, Strike, Hewson, & Gertzog, 1982) proposed the idea about learning requiring for conceptual change. During this period, an increasing number of studies have investigated how and why conceptual change occurs and what the difficulties are in learning scientific concepts across different ages, genders, subjects, and countries. Researchers seem to have reached a consensus on the difficulties associated with conceptual change in school science learning. This raises the question of the extent to which this broad research agenda and emerging findings match what has been published in journals that seek to influence classroom practice and guide science teacher instruction.In an analytical study of citations from 365 identified journal articles on conceptual change (The articles were from the following publications: International Journal of Science Education, International Journal of Science and Mathematics Education, Journal of Research in Science Teaching, Research in Science Education, and Science Education), Chiu, Lin, and Chou (2016) found that the top 25 most cited publications (see Appendix A) out of 17,919 citations mainly discussed theorie...

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“…Other researchers argue that both experts and novices use the substance metaphor for energy, and productively so [6][7][8][9]. These authors claim that the advantages of the substance metaphor, including that:…”

Section: Introductionmentioning

confidence: 99%

Investigating the Proposed Affordances and Limitations of the Substance Metaphor for Energy

Goodhew¹

2015

2014 Physics Education Research Conference Proceedings

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This study explores the proposed affordances and limitations of the substance metaphor for energy in the context of a computer simulation that illustrates processes of energy transfer and transformation. We examine data from eight interviews conducted with introductory physics students as they used the simulation. We empirically explore the hypotheses that (i) student and (ii) instructional use of the substance metaphor promote specific affordances, such as energy conservation, transfer, and localization, and specific limitations, such as locating potential energy in a single object and appropriating material qualities to energy. We find that the frequency of both affordances and limitations increases when the simulation embeds an explicit substance metaphor and that the affordances and limitations more often co-occur with students' substance metaphor use. However, in all cases, the number of instances of affordances is greater than that of limitations, which suggests that the substance metaphor is beneficial to instruction and student discourse.

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Toward an Epistemology of Physics

Cited by 1,289 publications

References 0 publications

University Student Conceptual Resources for Understanding Forces

University Student Conceptual Resources for Understanding Forces

Examining the Factors That Influence Students’ Science Learning Processes and Their Learning Outcomes: 30 Years of Conceptual Change Research

Investigating the Proposed Affordances and Limitations of the Substance Metaphor for Energy

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