Naïve students' conceptual development and beliefs: The need for multiple analyses to determine what contributes to student success in a university introductory physics course

Research in Science Education

Volumn 38, Issue 1, 2008, Pages 111-125

  Chu, Hye Eun ^a   Treagust, David F ^a   Chandrasegaran, A L ^a  

^a CURTIN UNIVERSITY   (Australia)

Author keywords

Beliefs of learning physics; Beliefs of physics knowledge; Conceptual definition; Conceptual development; General physics course; Na ve physics learner; Sound and wave motion; Students' conceptions

Indexed keywords

EID: 38049169306     PISSN: 0157244X     EISSN: 15731898     Source Type: Journal    
DOI: 10.1007/s11165-007-9068-3     Document Type: Article

References (24)

1. Anderson, G. (1998). Fundamentals of educational research. London, UK: Routledge.
2. Bunge, M. (1998). Philosophy of science: From explanation to justification. Science and technology studies. New Brunswick, NJ: Transaction.
3. diSessa, A. (1985). Learning about knowing. In E. L. Klein (Ed.) Children and computers (pp. 97-124). San Francisco, CA: Jossey-Bass.
4. Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science: Research into children's ideas. London, UK: Routledge.
5. Duit, R., & Treagust, D. F. (1998). Learning in science - From behaviorism towards social constructivism and beyond. In B. Fraser, K, &. Tobin (Eds.) International handbook of science education (pp. 3-25). Dordrecht, The Netherlands: Kluwer.
6. Elby, A. (2001). Helping physics students learn how to learn. Physics Education Research, American Journal of Physics Supplement, 69 (7), S54-S64.
7. Galili, I., & Lehavi, Y. (2006). Definitions of physical concepts: A study of physics teachers' knowledge and views. International Journal of Science Education, 28 (5), 521-541.
8. Hammer, D. (1994a). Epistemological beliefs in introductory physics. Cognition and Instruction, 12 (2), 151-183.
9. Hammer, D. (1994b). Student's beliefs about conceptual knowledge in introductory physics. International Journal of Science Education, 16 (4), 385-403.
10. Hewitt, G. P. (2002). Conceptual physics. San Francisco, CA: Addison Wesley.
11. Larkin, J. H. (1983). The role of problem representation in physics. In D. Gentner, & A. L. Stevens (Eds.) Mental models (pp. 75-98). Hillsdale, NJ: Lawrence Erlbaum.
12. Laukenmann, M., Bleicher, M., Fuß, S., Gläser-Zikuda, M., Mayring, P., & von Rhöneck, C. (2003). An investigation of the influence of emotional factors on learning in physics instruction. International Journal of Science Education, 25 (4), 489-507.
13. Mathison, S. (1988). Why triangulate. Educational Researcher, 17, 13-17.
14. May, D. B., & Etkina, E. (2002). College physics students' epistemological self-reflection and its relationship to conceptual learning. American Journal of Physics, 70 (12), 1249-1258.
15. McDermott, L. C. (1990). A perspective on teacher preparation in physics and other sciences: The need for special courses for teachers. American Journal of Physics, 58 (8), 734-742.
16. Merriam, S. B. (1998). Qualitative research and case study application in education. San Francisco, CA: Jossey-Bass.
17. Norman, D. A. (1983). Some observations on mental models. Hillsdale, NJ: Lawrence Erlbaum.
18. Pintrich, P. R., Marx, R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63 (2), 167-199.
19. Qian, G., & Alvermann, D. E. (2000). Relationship between epistemological beliefs and conceptual change learning. Reading & Writing Quarterly, 16, 59-74.
20. Redish, E. F., Saul, J. M., & Steinberg, R. N. (1998). Students' expectations in introductory physics. American Journal of Physics, 66 (3), 212-224.
21. Snyder, J. L. (2000). An investigation of the knowledge structures of experts, intermediates and novices in physics. International Journal of Science Education, 22 (9), 979-992.
22. Songer, N. B., & Linn, M. C. (1991). How do students' views of science influence knowledge integration. Journal of Research in Science Teaching, 28 (9), 761-784.
23. Spall, K., Barrett, S., Stanisstreet, M., Dickson, D., & Boyes, E. (2004). Development of school students' constructions of biology and physics. International Journal of Science Education, 26 (7), 787-803.
24. van Boxtel, C., Linden, J., & Kanselaar, G. (2000). Collaborative learning tasks and elaboration of conceptual knowledge. Learning and Instruction, 10, 311-330.