scholarly journals Prospective Physics Teachers' Consistency and Scientific Reasoning in the Learning of Force Concept

2017 ◽  
Author(s):  
Sakti P Sriyansyah ◽  
Duden Saepuzaman
Keyword(s):  
Scientific Reasoning ◽  
Physics Teachers ◽  
Force Concept

ANALYSIS OF SOME SELECTED FORCE CONCEPT INVENTORY TASKS USING EYE-TRACKING AND CORRELATION WITH SCIENTIFIC REASONING SKILLS

2019 ◽  
Author(s):  
Renata Holubová ◽  
◽  
Anna Krčmářová ◽  
Lukáš Richterek ◽  
Jan Říha ◽  
...  
Keyword(s):  
Eye Tracking ◽  
Scientific Reasoning ◽  
Concept Inventory ◽  
First Year ◽  
Force Concept Inventory ◽  
Novices And Experts ◽  
Physics Course ◽  
First Year University ◽  
Scientific Reasoning Skills ◽  
Force Concept

The aim of the research was the analysis of the problem dealing with solving of six Force concept inventory tasks by first-year university students using obtained eye-tracking data. Some characteristics like attention maps and sequences of fixations provide a deeper insight into the students’ approaches to the tasks verifying their conceptual understanding to Newtonian mechanics. It can be confirmed the correctly answering students found the correct solutions more straightforwardly making their decision between fewer options. This is also supported by the analysis of fixation numbers and fixation times. The results show differences in the way novices and experts process questions and enable to identify some persistent misconceptions. Keywords: eye-tracking, introductory physics course, scientific reasoning, solving tasks.

Inquiry Learning

2009 ◽  
Vol 23 (2) ◽  
pp. 117-127 ◽  
Author(s):  
Astrid Wichmann ◽  
Detlev Leutner
Keyword(s):  
Scientific Reasoning ◽  
Inquiry Learning ◽  
Instructional Support ◽  
Test Results ◽  
Knowledge Test ◽  
Simulation Based ◽  
Scientific Experiments ◽  
Specific Support ◽  
Science Classes

Seventy-nine students from three science classes conducted simulation-based scientific experiments. They received one of three kinds of instructional support in order to encourage scientific reasoning during inquiry learning: (1) basic inquiry support, (2) advanced inquiry support including explanation prompts, or (3) advanced inquiry support including explanation prompts and regulation prompts. Knowledge test as well as application test results show that students with regulation prompts significantly outperformed students with explanation prompts (knowledge: d = 0.65; application: d = 0.80) and students with basic inquiry support only (knowledge: d = 0.57; application: d = 0.83). The results are in line with a theoretical focus on inquiry learning according to which students need specific support with respect to the regulation of scientific reasoning when developing explanations during experimentation activities.

The Impact of Alluring Information on Scientific Reasoning

2012 ◽  
Author(s):  
Rebecca E. Rhodes ◽  
Fernando Rodriguez ◽  
Priti Shah
Keyword(s):  
Scientific Reasoning ◽  
The Impact
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