NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1068881
Record Type: Journal
Publication Date: 2015-Sep
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1751-2271
In Physics Education, Perception Matters
Sattizahn, Jason R.; Lyons, Daniel J.; Kontra, Carly; Fischer, Susan M.; Beilock, Sian L.
Mind, Brain, and Education, v9 n3 p164-169 Sep 2015
Student difficulties in science learning are frequently attributed to misconceptions about scientific concepts. We argue that domain-general perceptual processes may also influence students' ability to learn and demonstrate mastery of difficult science concepts. Using the concept of center of gravity (CoG), we show how student difficulty in applying CoG to an object such as a baseball bat can be accounted for, at least in part, by general principles of perception (i.e., not exclusively physics-based) that make perceiving the CoG of some objects more difficult than others. In particular, it is perceptually difficult to locate the CoG of objects with asymmetric-extended properties. The basic perceptual features of objects must be taken into account when assessing students' classroom performance and developing effective science, technology, engineering, and mathematics (STEM) teaching methods.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL-1042955; DUE-1348614