ERIC Number: ED223419
Record Type: RIE
Publication Date: 1982-Jul
Reference Count: 0
The Relation of Knowledge to Problem Solving, with Examples from Kinematics.
Green, Bert F.; And Others
Students have well-formed but incorrect theories of simple motion. As children, they interpret many phenomena related to motion before encountering any formal science education. Since most adults have misconceptions, children's questions are not answered correctly, so the misconceptions persist. Thus, every science teacher must face the prospect that their students have serviceable misconceptions about the phenomena being studied. Yet the prototypical science course ignores all preconceptions and develops the science "de novo." Likewise, psychology of learning is largely concerned with original learning, not relearning or unlearning. Both psychologists and science educators need to ask not what should be done when the learner is not a tabula rasa, but is burdened with half-truths and conflicting concepts. Various misconceptions about motion held by students are discussed. A framework is presented for interpreting students' responses to problems involving motion, and implications for physics instruction and for cognitive psychology applications to science education are discussed. (Author/JN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.; National Science Foundation, Washington, DC.
Authoring Institution: N/A
Identifiers: Kinematics; Misconceptions; National Science Foundation; Science Education Research
Note: Paper presented at the NIE-LRDC Conference on Thinking and Learning Skills, October 7-10, 1980.