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Peer reviewedEryilmaz, Ali – Journal of Research in Science Teaching, 2002
Investigates the effects of conceptual assignments and conceptual change discussions on high school students' achievement and misconceptions about force and motion. Analyzes pretest and posttest data from the Force Misconception and Force Achievement Tests (FMFAT). Discusses the effects on the conceptual change discussion on reducing…
Descriptors: Concept Formation, Force, Learning Processes, Misconceptions
Peer reviewedHynd, Cynthia; And Others – Journal of Research in Science Teaching, 1994
Ninth- and 10th-grade students (n=310) participated in a study designed to determine the effect of three variables (viewing a demonstration, engaging in student to student discussion, and/or reading a refutational text) on conceptual change in physics. Results revealed that reading the refutational text helped students change their intuitive ideas…
Descriptors: Academic Achievement, Concept Formation, Educational Strategies, High Schools
Peer reviewedWeller, Herman G. – Journal of Research in Science Teaching, 1995
Investigated a microcomputer-based system for the diagnosis and remediation of three Aristotelian alternative conceptions of force and motion held by eighth-grade physical science students. Reports that computer simulations exemplifying canonical conceptions facilitate alteration of students' naive conceptions to a significant degree. Suggests…
Descriptors: Computer Uses in Education, Force, Grade 8, Microcomputers
Peer reviewedWalsh, E.; And Others – Journal of Research in Science Teaching, 1993
Students' understanding of the concept of relative speed is described. A variety of ways of understanding relative speed and of viewing a problem that dealt with this concept were uncovered. The results are used to suggest ways for teachers to proceed in assisting students to enhance their understanding of relative speed. (PR)
Descriptors: Concept Formation, Educational Research, High Schools, Kinetics
Peer reviewedEckstein, Shulamith G.; Shemesh, Michal – Journal of Research in Science Teaching, 1993
A study (n=631) of children's ideas on motion of objects is reported. On three items of a four-part questionnaire, responses changed as the children matured, passing through distinct, successive stages with respect to their conceptual understanding. If teaching strategies to overcome misconceptions are to be effective, they must be appropriate to…
Descriptors: Concept Formation, Developmental Stages, Educational Research, Elementary Secondary Education
Peer reviewedTao, Ping-Kee; Gunstone, Richard F. – Journal of Research in Science Teaching, 1999
Investigates the conceptual-change process in grade 10 students during a computer-supported physics unit. Finds that many students vacillated between alternative and scientific conceptions from one context to another during instruction, and those few students who did exhibit context-independent and stable conceptual change appeared able to accept…
Descriptors: Cognitive Processes, Computer Uses in Education, Concept Formation, Epistemology
