Sophisticated Epistemologies of Physics versus High-Stakes Tests: How Do Elite High School Students Respond to Competing Influences about How to Learn Physics?

Autor/inn/en	Yerdelen-Damar, Sevda; Elby, Andrew
Titel	Sophisticated Epistemologies of Physics versus High-Stakes Tests: How Do Elite High School Students Respond to Competing Influences about How to Learn Physics?
Quelle	In: Physical Review Physics Education Research, 12 (2016) 1, S.010118-1 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
DOI	10.1103/PhysRevPhysEducRes.12.010118
Schlagwörter	Foreign Countries; High School Students; Secondary School Science; Science Instruction; Physics; Epistemology; High Stakes Tests; Influences; College Entrance Examinations; Learning Strategies; Problem Solving; Scientific Concepts; College Bound Students; Curriculum; Inquiry; Student Surveys; Statistical Analysis; Coding; Turkey + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Erkenntnistheorie; Influence; Einfluss; Einflussfaktor; Aufnahmeprüfung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Curricula; Lehrplan; Rahmenplan; Schülerbefragung; Statistische Analyse; Codierung; Programmierung; Türkei
Abstract	This study investigates how elite Turkish high school physics students claim to approach learning physics when they are simultaneously (i) engaged in a curriculum that led to significant gains in their epistemological sophistication and (ii) subject to a high-stakes college entrance exam. Students reported taking surface (rote) approaches to learning physics, largely driven by college entrance exam preparation and therefore focused on algorithmic problem solving at the expense of exploring concepts and real-life examples more deeply. By contrast, in recommending study strategies to "Arzu," a hypothetical student who doesn't need to take a college entrance exam and just wants to understand physics deeply, the students focused more on linking concepts and real-life examples and on making sense of the formulas and concepts--deep approaches to learning that reflect somewhat sophisticated epistemologies. These results illustrate how students can epistemically compartmentalize, consciously taking different epistemic stances--different views of what counts as knowing and learning--in different contexts even within the same discipline. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01