Knowledge on Accelerated Motion as Measured by Implicit and Explicit Tasks in 5 to 16 Year Olds

Autor/inn/en	Ebersbach, Mirjam; Van Dooren, Wim; Verschaffel, Lieven
Titel	Knowledge on Accelerated Motion as Measured by Implicit and Explicit Tasks in 5 to 16 Year Olds
Quelle	In: International Journal of Science and Mathematics Education, 9 (2011) 1, S.25-46 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-010-9208-5
Schlagwörter	Word Problems (Mathematics); Science Instruction; Task Analysis; Motion; Investigations; Prediction; Beliefs; Learning Strategies; Children; Adolescents; Thinking Skills; Age Differences + Suchen Sie Ihr Suchwort? Textaufgabe; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Aufgabenanalyse; Bewegungsablauf; Untersuchung; Vorhersage; Belief; Glaube; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Denkfähigkeit; Age; Difference; Age difference; Altersunterschied
Abstract	The present study aimed at investigating children's and adolescents' understanding of constant and accelerated motions. The main objectives were (1) to investigate whether different task formats would affect the performance and (2) to track developmental changes in this domain. Five to 16 year olds (N = 157) predicted the distances of a moving vehicle on the basis of its movement durations on both a horizontal and an inclined plane. The task formats involved: (1) nonverbal action tasks, (2) number-based missing-value word problems, and (3) verbal judgments. The majority of participants of all age groups based their reactions in the first two task types on the assumption of a linear relationship between time and distance--which is correct for motions with constant speed but incorrect for accelerated motions. However, in the verbal judgments that tapped conceptual understanding, children from the age of 8 years onwards correctly assumed that an object rolling down an inclined plane would accelerate. The role of the task format in evoking erroneous beliefs and strategies is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10