Everyday and curriculum‐based physics concepts: When does short‐term training bring change where years of schooling have failed to do so?
Abstract
Children and adults appear to believe that all parts of an object must move at the same speed. Third, sixth, and ninth graders, and even university students, exhibited this single‐object/single‐motion assumption in their judgements on problems involving concrete objects, computerized displays, and imagined motions. For example, they judged that in the rotational movement of a rod with a fixed pivot, a point near the centre moved at the same speed as a point near the outer end, despite the fact that the point more distant from the centre traversed a longer distance in the same amount of time. A manipulation intended to help subjects grasp the logical contradiction implied by the intuition did not lead many subjects to abandon the intuition. In contrast, an experientially based contradiction was effective. Peer group discussion involving logical and experiential argumentations also proved successful in creating cognitive change. The sources of the intuition and the conditions needed for successful training were discussed.
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Levin et al. (1990) reported that when researchers pointed out logical inconsistencies in children's theories, 45% of the children altered their theory to make it logically consistent.
“Similarly, Levin et al. (1990) reported that when researchers pointed out to children the logical inconsistencies in their theories, 45% of the children altered their theory to make it logically consistent.”
From The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. (1993) · cites this paper as Levin et al. (1990)
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Chinn, C. A., & Brewer, W. F. (1993) · Review of Educational Research · doi:10.3102/00346543063001001 · Cited by 1,393 · see citing works
Explanation in Scientists and Children
Brewer, W. F., Chinn, C. A., & Samarapungavan, A. (1998) · Minds and Machines · doi:10.1023/a:1008242619231 · Cited by 132 · see citing works
Subbotsky, E. V. (2004) · British Journal of Developmental Psychology · doi:10.1348/026151004772901140 · Cited by 110 · see citing works
Kang, S., Scharmann, L. C., Noh, T., & Koh, H. (2005) · International Journal of Science Education · doi:10.1080/09500690500038553 · Cited by 88 · see citing works
“Levin et al. (1990), for example, found that an experimentally based contradiction was effective for students of various ages in grasping the meaning of relative speed.”
BackgroundVoss, J. F., Wiley, J., & Carretero, M. M. (1995) · Annual Review of Psychology · doi:10.1146/annurev.ps.46.020195.001103 · Cited by 79 · see citing works
“However, by providing appropriate experiences, Levin et al (1990) were able to produce conceptual change that reduced the maintenance of naive conceptions.”
Conceptual change and anomalous data: A case study in the domain of natural sciences
Limón, M., & Carretero, M. M. (1997) · European Journal of Psychology of Education · doi:10.1007/bf03173085 · Cited by 67 · see citing works
The Development of the Concept of Time in Children: An Integrative Model
Levin, I. (1992) · Springer eBooks · doi:10.1007/978-94-017-3536-0_3 · Cited by 49 · see citing works
Self-citationLay Understanding of Science: Young People and Adults' Ideas of Scientific Concepts
Furnham, A. F. (1992) · Studies in Science Education · doi:10.1080/03057269208560003 · Cited by 42 · see citing works
A comparison of four types of cognitive conflict and their effect on cognitive development
Druyan, S. (2001) · International Journal of Behavioral Development · doi:10.1080/01650250042000276 · Cited by 34 · see citing works
Self-citationWhen Sociocognitive Transaction among Peers Fails: The Case of Misconceptions in Science
Levin, I., & Druyan, S. (1993) · Child Development · doi:10.1111/j.1467-8624.1993.tb02971.x · Cited by 33 · see citing works
Self-citationNíaz, M. (2001) · Journal of Science Education and Technology · doi:10.1023/a:1009481416943 · Cited by 28 · see citing works
“A review of the literature also provides support for conceptual change not driven by externally provided data (cf. Levin and Druyan, 1993; Levin et al., 1990a,b).”
BackgroundDembo, Y., Levin, I., & Siegler, R. S. (1997) · Developmental Psychology · doi:10.1037//0012-1649.33.1.92 · Cited by 21 · see citing works
Self-citationDie Integration intuitiven Wissens beim schulischen Lernen
Krist, H. (1999) · Zeitschrift für Pädagogische Psychologie · doi:10.1024//1010-0652.13.4.191 · Cited by 12 · see citing works
Subbotsky, E. V. (1997) · International Journal of Behavioral Development · doi:10.1080/016502597385360 · Cited by 7 · see citing works
Phenomenalistic Reality: The Developmental Perspective
Subbotsky, E. V. (2000) · Developmental Review · doi:10.1006/drev.1999.0507 · Cited by 5 · see citing works
Children's Misconceptions and Conceptual Change
Watson, L. M. (1997) · Australasian Journal of Early Childhood · doi:10.1177/183693919702200204 · Cited by 5 · see citing works
Kang, S., Lee, J., Kang, H.-S., et al. (2006) · Journal of Curriculum and Evaluation · doi:10.29221/jce.2006.9.2.77
“Levin et al.(1990)의 연구에서는 학생들이 직접적인 실험으로 변칙 사례를 경험하는 것이 논리적인 글의 형태로 변칙 사례를 제시받는 것보다 개념 변화에 효과적이었다.”
- Authors
- Levin, I., Siegler, R. S., Druyan, S., & Gardosh, R.
- Affiliations
- Tel Aviv University (IL)
- Carnegie Mellon University (US)
- Corresponding author
- Siegler, Robert S.
- Venue
- British Journal of Developmental Psychology
- Publisher
- Wiley
- Published
- 1990-09
- Volume
- 8
- Issue
- 3
- Pages
- 269-279
- ISSN
- 0261-510X (ISSN-L)
- 2044-835X
- OpenAlex
- W2085162269
- Cited by
- 17
- References
- 0
- Citations by year
- 2013: 1
- FWCI
- 9.20
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- British Journal of Developmental Psychology (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Educational Methods and Outcomes
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- physics misconceptions, rotational motion, intuitive physics, short-term training, experiential learning, peer discussion, cognitive change, physics education
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