High School Students’ Conceptual Coherence of Qualitative Knowledge in the Case of the Force Concept

摘要: This study consists of a theoretical and an empirical part. The research aims were to characterise students’ conceptual coherence qualitative knowledge in the case force concept, how it can be evaluated. Students’ divided into three aspects: representational coherence, which is ability use multiple representations move between them; contextual i.e. apply concepts variety contexts (familiar novel), framework addresses relations integration differentiation relevant concepts. Certain groupings Force Concept Inventory (FCI), Motion Conceptual Evaluation (FMCE), Test for Understanding Graphs Kinematics (TUG-K) questions used probe concept. Written extended response interviews also addition choice tests provide complementary data. part this dissertation designing teaching approach (Interactive Instruction (ICI)) sequences kinematics ICI involves several features or components: focus (concepts are introduced rehearsed before quantitative problem solving), varying contexts, classroom interactions (peer instruction), research-based materials, texts (reading formal treatment), concept maps. sequence emphasises forces as interactions. An was conducted test effectiveness teaching. involved two pilot groups Kuopio Lyseo High School: Preparatory International Baccalaureate (Pre-IB) students (age 16; npilot = 22 nstudy 23) Finnish National Syllabus 17; 52 49). followed without on whereas with taught think through systematic modified version ‘Symbolic Representation Interactions’, provided bridging representation more abstract free-body diagrams. Otherwise, introductory mechanics similar manner (i.e., same teacher author AS all using textbooks, generally exercises activies, approach). Average normalized gain (Hake gain) effect size measures practical significance overall FCI results. Hake gains fall middle upper end ‘medium region’ ( 0.3 ) <0.7): they 0.45 0.59. sizes well above ‘high boundary 0.8’: 1.1. 2.6. These indices show that both types had at least measured by most impressive made Newton’s first law verbal representation, third contact representation. In almost these cases 0.50 enhanced probed dimensions groups. changes statistically significant 05 . 0 ≤ p ). general, notable improvement occured (all groups) (the groups, fewer reached diagrammatic It concluded second proved harder than law. much better results More exhibited after differences significant: 023 practically e.g. addressing Pre-IB group extremely high (3.3). other not conclusive: did do force, majority Hence, cannot focusing necessarily enhances “I don't know what's matter people: learn understanding; some way – rote, something. Their so fragile! ...So kind fragility is, fact, fairly common, even learned people.” R.P. Feynman (1991, 36-37)