scholarly journals Ausubel’s principle of prior knowledge in first year mechanics

2011 ◽  
pp. 52-57
Author(s):  
David Sands
Keyword(s):  
Great Majority ◽  
University Education ◽  
Concept Inventory ◽  
Choice Test ◽  
Force Concept Inventory ◽  
Entry Level ◽  
Wide Range ◽  
The Individual ◽  
The Uk ◽  
Force Concept

The Force Concept Inventory, a 30-question multiple choice test, has been used to test the baseline knowledge in mechanics prior to a course of instruction at Hull over the three years corresponding to entry in 2008, 2009 and 2010. Students whose pre-university education occurred outside the UK or who were repeating the year have been excluded from the analysis in order to focus attention on first-time UK students. These constitute the great majority of the entrants and the results essentially characterise the entry-level knowledge of a typical cohort. Two interesting findings have emerged. First, there is a wide range of abilities within each cohort, as judged by the test scores, and secondly, analysis of the scores question by question reveals a remarkable consistency between the different cohorts. This consistency extends even to the distribution of choices within individual questions. Five such questions are analysed in detailed to reveal which aspects of mechanics a typical class finds difficult. Ausubel‟s principle of first finding out what students know in order to teach accordingly can therefore be applied not to the individual students but to the class as a whole and suggestions as to how instruction might be tailored to address the weaknesses revealed by the Force Concept Inventory are discussed.

scholarly journals Development and Validation of the Conceptual Assessment of Natural Selection (CANS)

2016 ◽  
Vol 15 (4) ◽  
pp. ar64 ◽  
Author(s):  
Steven T. Kalinowski ◽  
Mary J. Leonard ◽  
Mark L. Taper
Keyword(s):  
Natural Selection ◽  
Item Response ◽  
Expert Panel ◽  
Concept Inventory ◽  
Choice Test ◽  
Multiple Choice Test ◽  
Student Responses ◽  
Force Concept Inventory ◽  
Development And Validation ◽  
Force Concept

We developed and validated the Conceptual Assessment of Natural Selection (CANS), a multiple-choice test designed to assess how well college students understand the central principles of natural selection. The expert panel that reviewed the CANS concluded its questions were relevant to natural selection and generally did a good job sampling the specific concepts they were intended to assess. Student interviews confirmed questions on the CANS provided accurate reflections of how students think about natural selection. And, finally, statistical analysis of student responses using item response theory showed that the CANS did a very good job of estimating how well students understood natural selection. The empirical reliability of the CANS was substantially higher than the Force Concept Inventory, a highly regarded test in physics that has a similar purpose.

Punk as Folk: Continuities and Tensions in the UK and Beyond

2020 ◽  
Author(s):  
Pete Dale
Keyword(s):  
Folk Music ◽  
Music Making ◽  
Collective Creativity ◽  
Living Tradition ◽  
Wide Range ◽  
The Us ◽  
The Common ◽  
The Individual ◽  
The Uk

Numerous claims have been made by a wide range of commentators that punk is somehow “a folk music” of some kind. Doubtless there are several continuities. Indeed, both tend to encourage amateur music-making, both often have affiliations with the Left, and both emerge at least partly from a collective/anti-competitive approach to music-making. However, there are also significant tensions between punk and folk as ideas/ideals and as applied in practice. Most obviously, punk makes claims to a “year zero” creativity (despite inevitably offering re-presentation of at least some existing elements in every instance), whereas folk music is supposed to carry forward a tradition (which, thankfully, is more recognized in recent decades as a subject-to-change “living tradition” than was the case in folk’s more purist periods). Politically, meanwhile, postwar folk has tended more toward a socialist and/or Marxist orientation, both in the US and UK, whereas punk has at least rhetorically claimed to be in favor of “anarchy” (in the UK, in particular). Collective creativity and competitive tendencies also differ between the two (perceived) genre areas. Although the folk scene’s “floor singer” tradition offers a dispersal of expressive opportunity comparable in some ways to the “anyone can do it” idea that gets associated with punk, the creative expectation of the individual within the group differs between the two. Punk has some similarities to folk, then, but there are tensions, too, and these are well worth examining if one is serious about testing out the common claim, in both folk and punk, that “anyone can do it.”

Editorial

2021 ◽  
Vol 23 (1) ◽  
pp. 1-4
Author(s):  
Eva Cendon ◽  
John Butcher
Keyword(s):  
Further Education ◽  
University Education ◽  
Small Scale ◽  
Widening Participation ◽  
The North ◽  
Research Activities ◽  
International Perspectives ◽  
Wide Range ◽  
International Sector ◽  
The Uk

This general edition of the journal provides insights and results of research employing a wide range of approaches and perspectives on widening participation and lifelong learning. Studies from across the UK and international sector utilise different methodological approaches, and as such are particularly interesting, with diverse methods and ways of analysis, including phenomenographic, narrative, and thematic analysis. Overall, the articles range from exploratory case studies and small-scale research to wider range and broad scale studies, highlighting different facets and perspectives. Furthermore, the articles in this volume cover a broad spectrum of institutions and places involved in widening participation, with an emphasis on the (higher) education sector in the UK balanced by international perspectives. The first seven empirical articles are based on research activities in a secondary school, a youth centre, in further education colleges (usually focusing on post-compulsory secondary or pre-university education), in so-called post-92 universities (new(er) universities, formerly Polytechnics and teacher training colleges), and last but not least in a research intensive Russell Group university. They reported challenges from the specific local contexts of different regions in England, from the South (Chichester) to London to the North (Carlisle), and can usefully be framed in the context of international discussions appearing later in the journal.

scholarly journals Extending modified module analysis to include correct responses: Analysis of the Force Concept Inventory

2020 ◽  
Vol 16 (1) ◽  
Author(s):  
Jie Yang ◽  
James Wells ◽  
Rachel Henderson ◽  
Elaine Christman ◽  
Gay Stewart ◽  
...  
Keyword(s):  
Concept Inventory ◽  
Force Concept Inventory ◽  
Module Analysis ◽  
Force Concept

Επίδραση κοινών ψυχομετρικών συμπτωμάτων στη διαδικασία της μάθησης

2019 ◽  
Author(s):  
Αγγελική Αναγνωστοπούλου
Keyword(s):  
Concept Inventory ◽  
Check List ◽  
Force Concept Inventory ◽  
Symptom Check List ◽  
Force Concept

Στην παρούσα διατριβή ελέγχθηκε αν -ως τρέχουσα ψυχοπαθολογία- η κατάθλιψη, το άγχος και άλλα ψυχιατρικά συμπτώματα μπορούν να επιδράσουν στη μαθησιακή απόδοση εφήβων, αναφορικά με τη γνωστική περιοχή της Φυσικής. Για την έρευνα το δείγμα αποτελούνταν από 490 μαθητές εκ των οποίων 262 κορίτσια και 228 αγόρια που παρακολουθούσαν το πρώτο τρίμηνο, της δευτέρας τάξης του Γενικού Λυκείου. Για τον έλεγχο της βαθύτερης κατανόησης της Νευτώνειας Φυσικής χρησιμοποιήθηκε η δοκιμασία Force Concept Inventory (FCI). Η γενική ψυχική κατάσταση αξιολογήθηκε μέσω της δοκιμασίας Symptom Check List 90 (SCL). Οι μαθητές ελέγχθηκαν μέσα στην τάξη τους, κατά τη διάρκεια δύο διδακτικών ωρών. Τα αποτελέσματα έδειξαν ότι οι ψυχικές καταστάσεις είχαν αρνητική συσχέτιση με τη βαθμολογία στο FCI. H μεγαλύτερη διαφορά παρατηρήθηκε για την κατάθλιψη. Η βαθμολογία σε όλες τις εννέα κλίμακες συμπτωμάτων της SCL 90 ήταν υψηλότερη για τα κορίτσια. Όταν λήφθηκε υπόψη η σημαντική επίδραση της κατάθλιψης το φύλο δεν φάνηκε ότι είχε σημαντική επίδραση στη βαθμολογία του FCI. Διαπιστώθηκε ότι η κατανόηση της Νευτώνειας Φυσικής μεταξύ των μαθητών του λυκείου μπορεί να συσχετιστεί με κοινά προβλήματα ψυχικών παθήσεων, με αυτό της κατάθλιψης να είναι το μεγαλύτερο μεταξύ όλων. Απαιτείται περισσότερη έρευνα με τη χρήση μιας πιο συστηματικής προσέγγισης για να μετρήσει την κατάθλιψη μεταξύ εφήβων που παρουσιάζουν φτωχή κατανόηση της Φυσικής, έρευνα η οποία θα ήταν διαφωτιστική.

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