The coexistence of alternative and scientific conceptions in physics
Başlık çevirisi mevcut değil.
- Tez No: 400155
- Danışmanlar: PROF. ARTHUR L. WHİTE
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Fizik ve Fizik Mühendisliği, Education and Training, Physics and Physics Engineering
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2004
- Dil: İngilizce
- Üniversite: The Ohio State University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 177
Özet
Özet yok.
Özet (Çeviri)
The purpose of this study was to inquire about the simultaneous coexistence of alternative and scientific conceptions in the domain of physics. This study was particularly motivated by several arguments put forward in opposition to the Conceptual Change Model. In the simplest form, these arguments state that people construct different domains of knowledge and different modes of perception in different situations. Therefore, holding different conceptualizations is unavoidable and expecting a replacement in an individual?s conceptual structure is not plausible in terms of instructional practices.The following research questions were generated to inquire about this argument: (1) Do individuals keep their alternative conceptions after they have acquired scientific conceptions? (2) Assuming that individuals who acquired scientific conceptions also have alternative conceptions, how are these different conceptions nested in their conceptual structure? (3) What kind of knowledge, skills, and reasoning are necessary to transfer scientific principles instead of alternative ones in the construction of a valid model?Based upon their academic backgrounds, two groups of participants were selected for this inquiry: one with minimal (non-physics group) and the other with high level of domain specific knowledge in physics (physics group). Data collection procedures were based on individually conducted problem-solving sessions. Throughout the problemsolving sessions, think-aloud method and retrospective questioning were used. Analysis of data was accomplished in three stages. In the first stage, a reference frame was generated for the nature of alternative conceptions by analyzing the data collected from the non-physics group. The second stage included the analysis of data collected from the physics group. The purpose of this stage was to present a context for the data collected from the physics group. In the third stage, the focus of analysis was to address the research questions. This stage consisted of the analysis of data collected from the physics group by referring to the reference frame outlined in the first stage.Analysis of the data collected from the non-physics group indicated that the nature of alternative conceptions is framed by two types of reasoning: reasoning by mental simulation and semiformal reasoning. Reasoning by mental simulation was performed by mental images or scenes reproduced by the participants simultaneously by recalling their previous observations or experiences, which had not been refined or solidified into any kind of conceptual structure. However, semiformal reasoning was performed using previously constructed principles. The construction process of these principles refers to the perception of regularities in nature ? repeatedly observed or experienced patterns are expected to happen in a similar way.Analysis of the data collected from the physics group revealed that mental images or scenes feeding reasoning by mental simulation had not disappeared after the acquisition of scientific conceptions. It was explicitly noticed that the participants compartmentalized reasoning by mental simulation and scientific (formal) reasoning. They were always aware of which reasoning they were performing at a given moment.They simply disregarded the products of reasoning by mental simulation and relied on scientific reasoning for their predictions.The analysis of data also provided enough evidence to conclude that alternative principles feeding semiformal reasoning have not necessarily disappeared after the acquisition of scientific conceptions. However, in regard to semiformal reasoning, compartmentalization was not as clear as the case demonstrated in reasoning by mental simulation; instead semiformal and scientific reasoning are intertwined in a way that the components of semiformal reasoning can easily take their place among the components of scientific reasoning.In spite of the fact that the coexistence of multiple conceptions might obstruct the transfer of scientific conceptions in problem-solving situations, several factors stimulating the use of scientific conceptions were noticed explicitly. These factors were categorized as follows: (a) the level of individuals? domain specific knowledge in the corresponding field, (b) the level of individuals? knowledge about the process of science (how science generates its knowledge claims), (c) the level of individuals? awareness of different types of reasoning and conceptions, and (d) the context in which the problem is situated
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