Error‐based simulation as a thought experimental method for changing "motion implies a force" misconception: An evaluation.
Background: In learning mechanics, students often believe that "force is exerted on moving objects." As this misconception called "motion implies a force" (MIF) is difficult to correct, various teaching methods have been proposed, such as showing refutational/explanatory text (Palmer & Flanagan, 199...
| Publicado en: | Journal of Computer Assisted Learning Vol. 39; no. 4; pp. 1290 - 1303 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=164914325&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 164914325 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2023 vid: 39 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 164914325 162188211 164914325 164914325 10.1111/jcal.12800 164914325 ppf: 1290 ppct: 13 formats: tig: atl: Error‐based simulation as a thought experimental method for changing "motion implies a force" misconception: An evaluation. aug: au: Horiguchi, Tomoya Hirashima, Tsukasa Hayashi, Yusuke affil: Graduate School of Maritime Sciences, Kobe University, Kobe Hyogo,, Japan sug: subj: Computer Simulation Students, College Psychosocial Factors Movement Mechanics Student Attitudes Human Mechanics Education Colleges and Universities Pretest-Posttest Design Learning Task Performance and Analysis Learning Environment Software Friction Problem Solving Adolescence Educational Measurement Wilcoxon Rank Sum Test Wilcoxon Signed Rank Test Post Hoc Analysis Effect Size Funding Source Adolescent: 13-18 years ab: Background: In learning mechanics, students often believe that "force is exerted on moving objects." As this misconception called "motion implies a force" (MIF) is difficult to correct, various teaching methods have been proposed, such as showing refutational/explanatory text (Palmer & Flanagan, 1997; Takagaki, 2004), promoting students' conceptual development (Dekkers & Thijs, 1998) and epistemology‐focused instruction (Elby, 2001). Objectives: The purpose of this research is to empirically examine the effectiveness of an alternative method we have proposed for helping students overcome MIF misconceptions. The method is called the "Error‐based simulation (EBS)" that creates a counterexample to students' misconceptions by simulating erroneous phenomena based on students' incorrect ideas. Methods: We conducted a two‐year experimental implementation of EBS in mechanics classes at a technical college, and investigated the results. Students worked on the pre‐test, the exercise with EBS, the post‐test, and the delayed post‐test. Results and Conclusions: In both years, MIF‐answers (wrong answers due to MIF) in the learning task (problems learned with EBS) significantly decreased from the pre‐test to the post‐test and the delayed post‐test. The decrease in other erroneous answers was not significant. EBS was effective mainly in correcting MIF‐answers, and the effect was maintained over the long term. In the transfer task (new problems), the ratio of MIF‐answers to all erroneous answers in both the post‐test and delayed post‐test was much lower than that on the learning task in the pre‐test. These results suggest that learning with EBS not only corrected MIF‐answers but also promoted the correction of MIF misconceptions. A comparison between our results and those of other methods for correcting MIF misconceptions revealed that the effect of EBS was equal to or greater than that of other methods mentioned above. Lay Description: What is currently known about the subject matter: In learning mechanics, students often believe "continuing force is exerted on moving objects."This misconception called "motion implies a force" (MIF) is difficult to correct.Various teaching methods have been proposed and practiced.However, MIF misconceptions do not completely disappear yet. What our paper adds to this: We propose an alternative method for correcting MIF misconceptions called EBS.EBS provides a counterexample to students' misconceptions by simulation.EBS helps students discover the correct concept by themselves.We report the results of a two‐year experimental use of EBS at a technical college. The implications of study findings for practitioners: Our experience shows EBS is useful in correcting MIF misconceptions.The effectiveness of EBS is at least equal to or greater than other methods.Learning with EBS probably promotes the correction of errors at a conceptual levelWe believe our results have a certain degree of generality and usefulness. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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