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ERIC Number: ED279534
Record Type: Non-Journal
Publication Date: 1986
Pages: 33
Abstractor: N/A
Reference Count: N/A
Instructional Consequences of Students' Knowledge about Physical Phenomena.
Champagne, Audrey B.; And Others
Based on the premise that the problems students experience when learning physics derive in part from their own firmly embedded naive theories, this report offers an instructional approach which takes into account the information that students bring to instruction. Specific attention is given to problems associated with the learning of mechanics. A review is provided of the research that focuses on the theories of motion held by students who have experienced no formal mechanics instruction along with research that demonstrates how this knowledge affects students interpretation of instruction. Results from research are then applied to the formulation of cognitive objectives for introductory mechanics instruction. Several instructional strategies are offered to facilitate the students attainment of the proposed objectives. Descriptions are also provided on how the constructs of concepts, propositions, and schemata are used to describe declarative knowledge about the motion of objects typically used by uninstructed students and by experts and novice physicists. A list of references is included. (ML)
Publication Type: Opinion Papers; Reports - Research
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.