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Knowledge Integration in Student Learning of Newton's Third Law: Addressing the Action-Reaction Language and the Implied Causality
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Bao, Lei; Fritchman, Joseph C. – Physical Review Physics Education Research, 2021
Newton's third law is one of the most important concepts learned early in introductory mechanics courses; however, ample studies have documented a wide range of students' misconceptions and fragmented understandings of this concept that are difficult to change through traditional instruction. This research develops a conceptual framework model to…
Descriptors: Science Education, Scientific Principles, Physics, Teaching Methods
Interpreting Data: The Hybrid Mind
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Heisterkamp, Kimberly; Talanquer, Vicente – Journal of Chemical Education, 2015
The central goal of this study was to characterize major patterns of reasoning exhibited by college chemistry students when analyzing and interpreting chemical data. Using a case study approach, we investigated how a representative student used chemical models to explain patterns in the data based on structure-property relationships. Our results…
Descriptors: College Students, Science Education, Chemistry, Data Interpretation
A Four-Level Framework for Identifying and Classifying Student Conceptual and Reasoning Difficulties.
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Grayson, Diane J.; Anderson, Trevor R.; Crossley, L. Gail – International Journal of Science Education, 2001
Describes a framework for identifying and classifying students' alternative conceptions and unscientific patterns of reasoning within a particular scientific domain. Provides a basic system for indicating how much researchers know about students' non-scientific conceptions and reasoning. Suggests how the framework may prove useful for…
Descriptors: Abstract Reasoning, Elementary Secondary Education, Misconceptions, Science Education
The Relationship of Logical Thinking and Disembedding Ability to a Conceptual Shift Using a Physical Science Concept.
Harding, Abigail – 1990
This study describes the relationship of two cognitive variables, logical thinking and disembedding ability, to learners' abilities to make conceptual shifts from less acceptable to more acceptable conceptual understandings of a physical phenomenon. The difference in the logical thinking and disembedding ability of students who exhibited different…
Descriptors: Abstract Reasoning, Cognitive Development, Cognitive Processes, Cognitive Structures
Preservice Elementary and Secondary Science Methods Teachers: Comparison of Formal Reasoning, ACT Science, Process Skill, and Physical Science Misconceptions Scores.
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Bitner, Betty L. – 1992
The purpose of this causal-comparative study was to compare reasoning level, American College Test (ACT) science, process skills, and physical science misconceptions of preservice elementary and secondary science teachers and to investigate gender differences. The stratified randomly drawn sample (n=68) consisted of preservice elementary and…
Descriptors: Abstract Reasoning, Elementary Secondary Education, Higher Education, Logical Thinking
College Science Courses, ACT Science, C-Base Science, and GALT: Predictors of Science Process Skills and Physical Science Misconceptions.
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Bitner, Betty L. – 1991
In this predictive study, the variables of College Basic Academic Subjects Examination (C-BASE) Science score, American College Test (ACT) Science score, Group Assessment of Logical Thinking (GALT) score, and total number of college science courses completed were investigated as predictors of science process skills and physical science…
Descriptors: Abstract Reasoning, Cognitive Ability, College Science, Developmental Stages