ERIC Number: ED294739
Record Type: Non-Journal
Publication Date: 1988-Apr
Reference Count: N/A
Knowledge Representation about Projectile Motion in Junior High School Students.
Pirkle, Sheila Farrell; Pallrand, George J.
Research indicates that novice problem solvers represent and organize knowledge differently from experts. The novice engaged in problem solving activities is of interest to educators because efficient instruction reduces the differences between initial intuitive knowledge representations and the true concepts to be mastered. A particular cognitive style, namely, field dependence/field independence, affects the way in which information is perceived and processed. In this study, 39 junior high school aged students, identified as field dependent or field independent, were individually questioned about their understanding of the effect of gravity on vertical, horizontal, and projectile motion. They were given the opportunity to compare or verify their responses with information presented graphically on a computer monitor. Probe questions were organized to access increasingly more abstract levels of knowledge. Student responses were qualitatively analyzed and grouped according to progress through the Pattern Matching Phase, Transformation Phase, and Post-Experimental Phase. The groups were then examined for mean score on the Group Embedded Figures Test (GEFT). It was found that success on the Transformation Phase was positively associated with high performance on the GEFT. (Author)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Group Embedded Figures Test