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ERIC Number: ED406154
Record Type: Non-Journal
Publication Date: 1997-Mar-22
Pages: 11
Abstractor: N/A
Reference Count: N/A
Learning Pathways in High-School Level Quantum Atomic Physics.
Niedderer, Hans; Petri, Juergen
Investigations of changes in conceptions during physics instruction are the logical and necessary steps to follow successful international research on students' preinstructional conceptions. The theoretical perspective integrates currently available frameworks of cognition, cognitive states, and cognitive processes in physics. Particular emphasis is put on "intermediate conceptions," mainly as a result of students' self-development of cognitive systems. In this case study an individual high school student's learning processes in the domain of quantum atomic physics is investigated. The goal is to elaborate the students' cognitive system for atomic physics as a hypothetical model to describe and explain their thinking and learning interaction with the teaching input. The model serves as a means to explain how and why students act the way they do in a certain instructional context. The students' learning process is described concerning their conception of an atom as a conceptual growth. Their final conception of an atom is a federation of several connected conceptions including their initial planetary model as the point of reference. The conceptions do not exist isolated in their different generating contexts. Students were able to reflect on the differences and advantages of each The student was able to reflect on the differences and advantages of each conception. (Author/PVD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A