Conceptual Change Through the Lens of Newtonian Mechanics

Throughout its long history, the conceptual change literature assumed that student ‘misconceptions’ in mechanics have been formed prior to instruction. As an attempt to shed light on conceptual change, this paper examines some of the trends in the literature and argues that misconceptions may be spontaneous rather than preformed, that schema theory may be the most appropriate theory to take into account this spontaneity, that misconceptions should also be viewed through the lens of the subject as a system of well-defined concepts and that any conceptual change model may have to be prescriptive and engage the student with a meta-discourse concerning the abstract nature of the subject.

[1]  D. Hestenes.  Modeling games in the Newtonian World , 1992 .

[2]  L. Viennot.  Spontaneous Reasoning in Elementary Dynamics. , 1979 .

[3]  S. Rowlands,et al.  Can we Speak of Alternative Frameworks and Conceptual Change in Mechanics? , 1999 .

[4]  Cedric Linder,et al.  A challenge to conceptual change , 1993 .

[5]  Richard T. White,et al.  Conceptual and conceptional change , 1994 .

[6]  A. diSessa,et al.  What changes in conceptual change , 1998 .

[7]  L. E. Klopfer,et al.  Cognitive research and the design of science instruction , 1982 .

[8]  M. Chi,et al.  From things to processes: A theory of conceptual change for learning science concepts , 1994 .

[9]  Ference Marton,et al.  Phenomenography-a research approach to investigating different understandings of reality , 1986 .

[10]  Nicholas C. Burbules,et al.  Response to Contradiction: Scientific Reasoning during Adolescence. , 1988 .

[11]  J. Minstrell.  Explaining the ’’at rest’’ condition of an object , 1982 .

[12]  A. diSessa.  Toward an Epistemology of Physics , 1993 .

[13]  A. Caramazza,et al.  Curvilinear motion in the absence of external forces: naive beliefs about the motion of objects. , 1980, Science.

[14]  John K. Gilbert,et al.  Students' conceptions of ideas in mechanics , 1982 .

[15]  L. Viennot.  Analyzing students’ reasoning: Tendencies in interpretation , 1985 .

[16]  M. Limón.  On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal , 2001 .

[17]  Arnold B. Arons,et al.  A Guide to Introductory Physics Teaching , 1990 .

[18]  David N. Perkins,et al.  Patterns of Misunderstanding: An Integrative Model for Science, Math, and Programming , 1988 .

[19]  L. Wittgenstein.  Tractatus Logico-Philosophicus , 2021, Nordic Wittgenstein Review.

[20]  Tamer G. Amin,et al.  “Is heat hot?” Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena , 2001 .

[21]  P. Scott,et al.  Individual and Sociocultural Views of Learning in Science Education , 2003 .

[22]  Ibrahim A. Halloun,et al.  Modeling instruction in mechanics , 1987 .

[23]  E. Glasersfeld.  Radical Constructivism: A Way of Knowing and Learning. Studies in Mathematics Education Series: 6. , 1995 .

[24]  S. Caravita.  A re-framed conceptual change theory? , 2001 .

[25]  Learning Activity in the Younger School Age Period. , 1988 .

[26]  P. Hewson,et al.  Accommodation of a scientific conception: Toward a theory of conceptual change , 1982 .

[27]  E. Mortimer,et al.  Conceptual change or Conceptual Profile change? , 1995 .

[28]  Anthony Orton,et al.  Learning Mathematics: Issues, Theory and Classroom Practice , 1987 .

[29]  M. R. Matthews,et al.  Time for Science Education: How Teaching the History and Philosophy of Pendulum Motion can Contribute to Science Literacy , 2000 .

[30]  L. Leboutet-Barrell.  Concepts of mechanics among young people , 1976 .

[31]  Beno B Boeha.  Aristotle, alive and well in Papua New Guinea science classrooms , 1990 .

[32]  P. Mildenhall,et al.  Instability in students' use of intuitive and Newtonian models to predict motion: the critical effect of the parameters involved , 2001 .

[33]  Ibrahim A. Halloun,et al.  Schematic concepts for schematic models of the real world: The Newtonian concept of force , 1998 .

[34]  R. Driver,et al.  Pupils and Paradigms: a Review of Literature Related to Concept Development in Adolescent Science Students , 1978 .

[35]  Richard R. Hake.  Promoting student crossover to the Newtonian world , 1987 .

[36]  R A Risdon,et al.  Alive and well , 1988 .

[37]  The story of force: from Aristotle to Einstein , 1994 .

[38]  M. R. Matthews.  Science teaching : the role of history and philosophy of science , 1994 .

[39]  S. Vosniadou,et al.  Designing learning environments to promote conceptual change in science , 2001 .

[40]  P. Scott,et al.  Constructing Scientific Knowledge in the Classroom , 1994 .

[41]  Kenneth A. Strike,et al.  A revisionist theory of conceptual change , 1992 .

[42]  R. Trumper.  Energy and a constructivist way of teaching , 1990 .

[43]  H Helm,et al.  Misconceptions in physics amongst South African students , 1980 .

[44]  Jaap Kuiper,et al.  Student ideas of science concepts: alternative frameworks? , 1994 .

[45]  P. C. Peters.  Even honors students have conceptual difficulties with physics , 1982 .

[46]  Joan Bliss,et al.  Force and motion from the beginning , 1994 .

[47]  H. Biemans,et al.  Differences between successful and less successful students while working with the CONTACT-2 strategy , 2001 .