Force concept inventory
Force concept inventory
复制标题
力概念盘点
DOI：
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发表时间：
1992
期刊：
影响因子：
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通讯作者：
Gregg Swackhamer
中科院分区：
文献类型：
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作者：
D. Hestenes;Malcolm Wells;Gregg Swackhamer
每个学生在开始物理学的时候，都有一个关于物理世界如何运作的常识性信念的完善体系，这些信念来自多年的个人经验。在过去的十年里，物理教育研究已经确定，这些信念在入门物理学中起着主导作用。不考虑这些因素的教学几乎是完全无效的，至少对大多数学生来说是如此。具体地说，已经确定的是：（1）关于运动和力的常识性信念在大多数方面与牛顿的概念不相容;（2）传统的物理教学对这些信念几乎没有改变;（3）这种结果与教师和教学模式无关。其影响非常严重。由于学生们显然没有学到最基本的牛顿概念，他们一定没有理解课程中的大部分内容。他们被迫通过死记硬背孤立的片段和完成毫无意义的任务来科普这个问题。怪不得这么多人被排斥！少数成功的人是通过自己的手段成为成功的，课程和老师只提供了机会，也许还有灵感。
Every student begins physics with a well-established system of commonsense beliefs about how the physical world works derived from years of personal experience. Over the last decade, physics education research has established that these beliefs play a dominant role in introductory physics. Instruction that does not take them into account is almost totally ineffective, at least for the majority of students. Specifically, it has been established that (1) commonsense beliefs about motion and force are incompatible with Newtonian concepts in most respects, (2) conventional physics instruction produces little change in these beliefs, and (3) this result is independent of the instructor and the mode of instruction. The implications could not be more serious. Since the students have evidently not learned the most basic Newtonian concepts, they must have failed to comprehend most of the material in the course. They have been forced to cope with the subject by rote memorization of isolated fragments and by carrying out meaningless tasks. No wonder so many are repelled! The few who are successful have become so by their own devices, the course and the teacher having supplied only the opportunity and perhaps inspiration.