SGER: Conceptual Development About Forces & Motion In Elementary/Middle School Students

对运动的不同看法似乎 成为牛顿学派的重要前提之一 力的观点。 在这个项目中，我们将尝试诱导 改变学生对运动和力的概念。 的 基于微计算机的实验室（MBL）方法已被证明 来帮助高中生和大学生完成这项工作。 我们 我想知道在多大程度上同样适用于 四年级、六年级和八年级的学生。 这些 学生将使用MBL设备进行一系列的协作， 旨在诱导认知的课程 不平衡，然后促进学生的努力， 他们在实验室里发现的惊喜 活动 我们将寻找变化的证据 他们对运动的描述， 由于他们之间的矛盾而失去平衡。 关于运动的原因和力量如何被视为 对真实的物体运动的影响。 的程度 在某个年级的学生中， 在这一层面上，可以提出一个试图引起改变的理由， 在那个年级，牛顿力学的观点更强 的 项目的重要性还在于它涉及行动 research. 一名任课教师将在以下方面担任共同调查员： 研究 该项目的结果将： 1. 对课程设计有很强的影响， 我们对决定学生的因素的看法 概念学习和 2. 提供有价值的见解， 引起概念变化的各个方面 教室

Coming to a differentiated view of motion seems to be one of the important prerequisites for coming to a Newtonian view of forces. In this project we will attempt to induce change in student conceptions of motion and forces. The microcomputer-based laboratory (MBL) approach has been shown to accomplish this for high school and college students. We intend to find out to what extent the same will be true for students in the fourth, sixth, and eighth grades. These students will use MBL equipment in a series of collaborative lessons which are designed to induce cognitive disequilibration and then to facilitate student efforts in making sense of the surprises they uncover in the laboratory activities. We will be looking for evidence of change in their descriptions of motion and for evidence that they can be disequilibrated over the contradiction between their beliefs about causes of motion and how forces are seen to influence to the motion of real objects. To the extent that such evidence is found in students at a particular grade level, a case can be made for an attempt to induce change to a more Newtonian view of forces at that grade level. The project is significant also in that it involves action research. A classroom teacher will be a co-investigator in the research. The findings of the project will: 1. have strong implications for curriculum design and our notions about factors which determine student conceptual learning and 2. provide valuable insights into the practical aspects of inducing conceptual change in the classroom.