Responses pattern to conceptual questions on Newtonian Mechanics: implications for learning

The responses pattern to the Force Concept Inventory (FCI) is a key discriminator in the debate between coherence and pieces in the private initial knowledge of a subject: the different hypotheses about the structure of such knowledge lead to verifiable predictions. Previous works have made descript...

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Autores principales: Badagnani, Daniel, Terzzoli, María Cristina, Schlaps, Erica, Petrucci, Diego
Formato: Artículo revista
Lenguaje:Español
Publicado: Asociación de Profesores de Física de la Argentina 2020
Materias:
Coherence; Knowledge in pieces; Initial private knowledge
Coherencia; Conocimiento en piezas; Conocimiento privado inicial
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/30963
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
id I10-R316-article-30963
record_format ojs
spelling I10-R316-article-309632023-09-12T17:03:44Z Responses pattern to conceptual questions on Newtonian Mechanics: implications for learning Patrón de respuestas a preguntas conceptuales sobre Mecánica Newtoniana: implicancias para el aprendizaje Badagnani, Daniel Terzzoli, María Cristina Schlaps, Erica Petrucci, Diego Coherence; Knowledge in pieces; Initial private knowledge Coherencia; Conocimiento en piezas; Conocimiento privado inicial The responses pattern to the Force Concept Inventory (FCI) is a key discriminator in the debate between coherence and pieces in the private initial knowledge of a subject: the different hypotheses about the structure of such knowledge lead to verifiable predictions. Previous works have made descriptive studies of those patterns, while another, spotting the occurrence of very short term processes that determine responses, have made use of statistical inference. In order to make a meaningful comparison between those works, we have used the same statistical inference tests in the item analysis of the FCI: for each “misconception” from the taxonomy used in the design of the FCI, contingency tables were done for each couple of items showing options com-patible with it, and Fisher test was performed on each (143 for "misconceptions" and 161 for Newtonian dimensions). It was observed that for the vast majority of pairs the hypothesis of independence could not be rejected, so "misconceptions" are a very weak organizer, unlike the unconscious reflex decisions above mentioned. Some possible consequences of this perspective for teaching are briefly considered. El patrón de respuestas al Force Concept Inventory (FCI) es un discriminador clave en el debate entre coherencia y piezas en el conocimiento privado inicial de un sujeto: las distintas hipótesis sobre la estructura de ese conocimiento lleva a predicciones contrastables. Hay trabajos previos que han hecho estudios descriptivos de esos patrones, mientras que uno en particular, anali-zando la ocurrencia de procesos de muy corto plazo que determinan las respuestas, ha hecho uso de pruebas inferenciales. Para poder hacer una comparación significativa entre los primeros y este último, usamos la misma prueba en el análisis de datos del FCI: para cada “preconcepto” de la taxonomía con que se diseñó el FCI se hicieron tablas de contingencia para cada par de pre-guntas donde esta era una alternativa y se efectuaron pruebas de Fisher para todos los pares (143 para los "preconceptos" y 161 para las dimensiones newtonianas). Se observó que para la gran mayoría de los pares la hipótesis de independencia no puede rechazarse, por lo que los "preconceptos" son un organizador muy débil, en contraste con las decisiones reflejas inconscientes ya mencionadas. Se analizan posibles consecuencias de esta perspectiva para la enseñanza. Asociación de Profesores de Física de la Argentina 2020-11-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/30963 Journal of Physics Teaching; Vol. 32: Extra Issue: Selection of papers submitted to SIEF; 25-32 Revista de Enseñanza de la Física; Vol. 32: Número Extra: Selección de Trabajos presentados a SIEF ; 25-32 Revista de Enseñanza de la Física; v. 32: Edição extra: Seleção de artigos enviados ao SIEF; 25-32 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/30963/31622 http://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-316
container_title_str Revista de Enseñanza de la Física
language Español
format Artículo revista
topic Coherence; Knowledge in pieces; Initial private knowledge
Coherencia; Conocimiento en piezas; Conocimiento privado inicial
spellingShingle Coherence; Knowledge in pieces; Initial private knowledge
Coherencia; Conocimiento en piezas; Conocimiento privado inicial
Badagnani, Daniel
Terzzoli, María Cristina
Schlaps, Erica
Petrucci, Diego
Responses pattern to conceptual questions on Newtonian Mechanics: implications for learning
topic_facet Coherence; Knowledge in pieces; Initial private knowledge
Coherencia; Conocimiento en piezas; Conocimiento privado inicial
author Badagnani, Daniel
Terzzoli, María Cristina
Schlaps, Erica
Petrucci, Diego
author_facet Badagnani, Daniel
Terzzoli, María Cristina
Schlaps, Erica
Petrucci, Diego
author_sort Badagnani, Daniel
title Responses pattern to conceptual questions on Newtonian Mechanics: implications for learning
title_short Responses pattern to conceptual questions on Newtonian Mechanics: implications for learning
title_full Responses pattern to conceptual questions on Newtonian Mechanics: implications for learning
title_fullStr Responses pattern to conceptual questions on Newtonian Mechanics: implications for learning
title_full_unstemmed Responses pattern to conceptual questions on Newtonian Mechanics: implications for learning
title_sort responses pattern to conceptual questions on newtonian mechanics: implications for learning
description The responses pattern to the Force Concept Inventory (FCI) is a key discriminator in the debate between coherence and pieces in the private initial knowledge of a subject: the different hypotheses about the structure of such knowledge lead to verifiable predictions. Previous works have made descriptive studies of those patterns, while another, spotting the occurrence of very short term processes that determine responses, have made use of statistical inference. In order to make a meaningful comparison between those works, we have used the same statistical inference tests in the item analysis of the FCI: for each “misconception” from the taxonomy used in the design of the FCI, contingency tables were done for each couple of items showing options com-patible with it, and Fisher test was performed on each (143 for "misconceptions" and 161 for Newtonian dimensions). It was observed that for the vast majority of pairs the hypothesis of independence could not be rejected, so "misconceptions" are a very weak organizer, unlike the unconscious reflex decisions above mentioned. Some possible consequences of this perspective for teaching are briefly considered.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2020
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/30963
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AT terzzolimariacristina responsespatterntoconceptualquestionsonnewtonianmechanicsimplicationsforlearning
AT schlapserica responsespatterntoconceptualquestionsonnewtonianmechanicsimplicationsforlearning
AT petruccidiego responsespatterntoconceptualquestionsonnewtonianmechanicsimplicationsforlearning
AT badagnanidaniel patronderespuestasapreguntasconceptualessobremecanicanewtonianaimplicanciasparaelaprendizaje
AT terzzolimariacristina patronderespuestasapreguntasconceptualessobremecanicanewtonianaimplicanciasparaelaprendizaje
AT schlapserica patronderespuestasapreguntasconceptualessobremecanicanewtonianaimplicanciasparaelaprendizaje
AT petruccidiego patronderespuestasapreguntasconceptualessobremecanicanewtonianaimplicanciasparaelaprendizaje
first_indexed 2024-09-03T20:39:48Z
last_indexed 2024-09-03T20:39:48Z
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