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Zhou, George; Nocente, Norma; Brouwer, Wytze – Alberta Journal of Educational Research, 2008
Over the last three decades, many studies have been conducted to identify students' preconceptions on various science topics. It is time now for a synthetic study of preconceptions to enhance our understanding of students' everyday cognition and to benefit our effort in developing effective instructional inventions for conceptual change. Through a…
Descriptors: Student Attitudes, Physics, Misconceptions, Teaching Methods
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Touger, Jerold S. – Physics Teacher, 1991
A study of textbook language dealing in depth with the concept of force is described. Textbooks and other historical materials from the 1840s to the present were examined. This provided a longitudinal framework in which to consider language usage. Student language was also investigated. (43 references) (KR)
Descriptors: Force, Language Usage, Misconceptions, Physics
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Bar, Varda; And Others – Science Education, 1994
Reports the results of various concepts held by children of different ages dealing with weight, heaviness, gravity, and force. (PR)
Descriptors: Educational Research, Elementary Secondary Education, Force, Gravity (Physics)
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Saxena, A. B. – Physics Education (India), 1988
The misconceptions related to the concepts of force and acceleration among college students are explored. Misconceptions are identified and their occurrence among a large percentage of students are observed. Provided are some implications for physics teaching and an eight-item test. (Author/YP)
Descriptors: College Science, Concept Formation, Force, Foreign Countries
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Boyes, E.; Stanisstreet, M. – Research in Science and Technological Education, 1991
Combined free response questionnaire and interview procedure are used to probe students' ideas regarding how they believe they see both luminous and nonluminous objects and how they think they hear source of sound. From large sample of students studied (n=1901), prevalence of ideas in different age groups is compared, and progression can be seen.…
Descriptors: Acoustics, Cognitive Development, Interviews, Light
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Mullet, Etienne; Montcouquiol, Anne – International Journal of Science Education, 1988
Describes an application of methodology based on the Information Integration Theory to study intuitive mastery by 13-14 year-olds of Archimedes' Effect in physics. (Author/YP)
Descriptors: Cognitive Structures, Foreign Countries, Misconceptions, Physics
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Niedderer, H.; And Others – Journal of Computer Assisted Learning, 1991
Described is how an iconic model building software can be used to help students gain a deeper qualitative conceptual understanding of physics concepts. The program, STELLA, links research about misconceptions and new teaching strategies with the use of modern information technology tools. (31 references) (KR)
Descriptors: Computer Assisted Instruction, Concept Formation, Learning Strategies, Misconceptions
Brown, David E.; Clement, John – 1989
In most research that investigates factors influencing the success of analogies in instruction, an underlying assumption is that students have little or no knowledge of the target situation. It is interesting to ask what factors influence the success of analogies when students believe they understand the target situation. If this understanding is…
Descriptors: Analogy, Case Studies, Concept Formation, Force
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Brown, David E. – Physics Education, 1989
Reports various misconceptions of Newton's third law obtained from interviews and written tests of high school students. Suggests putting emphasis on the third law in physics teaching. Ten references are listed. (YP)
Descriptors: Concept Formation, Fundamental Concepts, Mechanics (Physics), Misconceptions
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Sathe, Dileep V. – Journal of Research in Science Teaching, 1989
Discusses the correctness of the directions of acceleration at various points in a pendulum problem shown in Reif (1987). Provides the author's responses to the comments on the problem. (YP)
Descriptors: Acceleration (Physics), Illustrations, Mechanics (Physics), Misconceptions
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Whitelock, Denise – International Journal of Science Education, 1991
The testing of a formal causal model of thinking about motion is described using a matching-pairs paper-and-pencil task. Subjects were asked to distinguish between examples of stereotypical motions by the similarity or difference of causes of pairs of motions. The results suggest that responses can be predicted by the model with the addition of an…
Descriptors: Causal Models, Cognitive Development, Concept Formation, Elementary Secondary Education
Minstrell, Jim; Stimpson, Virginia C. – 1986
By studying many observations from recent research dealing with beginning physics students' conceptions about forces and motion, this investigation produced a framework within which this research can be organized. The framework summarizes the mechanisms of force invoked by students in particular situations, and it describes the features of…
Descriptors: Cognitive Structures, Concept Formation, Force, Misconceptions
Clement, John – 1987
Reviewed are findings on misconceptions in mechanics and their instructional implications. Many misconceptions are widespread and resistant to change but students have useful intuitions and reasoning processes that could be used more fully. One strategy for dealing with misconceptions is described. It stresses anchoring intuitions, analogical…
Descriptors: Analogy, College Science, Concept Formation, Higher Education
Murray, Tom; And Others – 1987
Described is a computer tutor designed to help students gain a qualitative understanding of important physics concepts. The tutor simulates a teaching strategy called "bridging analogies" that previous research has demonstrated to be successful in one-on-one tutoring and written explanation studies. The strategy is designed to remedy…
Descriptors: College Science, Computer Assisted Instruction, Concept Formation, Higher Education
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Fu, Yunling – Physics Education, 1990
Discussed is a common error made by students in judging the distribution of the magnetic field of a circular loop along its diameter. Qualitative and quantitative explanations of the magnetic field distribution are presented. (CW)
Descriptors: Cognitive Structures, College Science, Electricity, High Schools
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