Introduction to Newtonian Mechanics via Two-Dimensional Dynamics -- The Effects of a Newly Developed Content Structure on German Middle School Students

Autor/inn/en	Spatz, Verena; Hopf, Martin; Wilhelm, Thomas; Waltner, Christine; Wiesner, Hartmut
Titel	Introduction to Newtonian Mechanics via Two-Dimensional Dynamics -- The Effects of a Newly Developed Content Structure on German Middle School Students
Quelle	In: European Journal of Science and Mathematics Education, 8 (2020) 2, S.76-91 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Foreign Countries; Middle School Students; Mechanics (Physics); Science Instruction; Units of Study; Misconceptions; Grade 7; Scientific Concepts; Concept Formation; Course Content; Curriculum Design; Student Interests; Self Concept; Science Interests; Germany + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mechanik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lerneinheit; Missverständnis; School year 07; 7. Schuljahr; Schuljahr 07; Concept learning; Begriffsbildung; Kursprogramm; Lehrplangestaltung; Studieninteresse; Selbstkonzept; Deutschland
Abstract	Newtonian mechanics is still among the most difficult topics in the physics' syllabus taught at school. For example, even after completing traditional instruction, students still think that a force is necessary to maintain motion. Therefore, a revised method of instruction is needed that meets students' learning needs. The aim of the project presented in this article was to develop and evaluate novel teaching units for the introduction to Newtonian mechanics. Rather than changing methodology, the content area itself was restructured innovatively with careful consideration of the most common preconceptions. Based on diSessa's notion of conceptual change as the reorganisation of these only loosely connected preconceptions, so-called p-prims (diSessa, 1993, 2008), the strategy pursued was aimed at triggering the activation of appropriate p-prims while avoiding the activation of inappropriate p-prims. For example, to lower the activation priority of the above mentioned notion, a consistent introduction to mechanics via two-dimensional dynamics was chosen. In the first year of the corresponding study, 10 participating teachers taught their 7th-grade classes in the traditional one-dimensional way. In the following year, the same teachers taught (other) 7th-grade classes using the revised twodimensional way. Students' knowledge of mechanics, self-concept and interest in physics were assessed. This quasiexperimental field study showed a significant improvement in students' conceptual understanding. Thus the findings of this project suggest that altering the content structure of a particular topic might be an important parameter to improving learning outcomes. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01