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American Journal of Physics
written by Diane J. Grayson
To be effective, physics teachers need both content knowledge and pedagogical content knowledge, which includes knowledge of student conceptions and effective teaching strategies. Although much information is available on student conceptual and reasoning difficulties in physics, much less information is available on how to remedy such difficulties. In this paper I describe a teaching strategy, concept substitution, which is useful when student difficulties arise from a failure to distinguish distinct but related physics concepts. By using the topic of electric circuits as the context, I show how this strategy enables the teacher to identify and build on students' correct intuition, while enabling students to distinguish among related concepts. I also illustrate the complexity of the conceptual change process, including the presence of intermediate conceptions while the process is taking place.
American Journal of Physics: Volume 72, Issue 8, Pages 1126-1133
Subjects ADS Supplements Resource Types
Education - Applied Research
- Pedagogy
= Instructional Issues
Education - Basic Research
- Cognition
= Cognition Development
Electricity & Magnetism
- DC Circuits
- Reference Material
= Article
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© 2004 American Association of Physics Teachers
DOI:
10.1119/1.1764564
PACSs:
01.40.G-
01.40.J-
01.40.Fk
01.50.My
Record Creator:
Metadata instance created June 25, 2007 by Shawn Weatherford
Record Updated:
February 26, 2013 by Lyle Barbato
Last Update
when Cataloged:
August 1, 2004
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Record Link
AIP Format
D. Grayson, Am. J. Phys. 72 (8), 1126 (2004), WWW Document, (http://dx.doi.org/10.1119/1.1764564).
AJP/PRST-PER
D. Grayson, Concept substitution: A teaching strategy for helping students disentangle related physics concepts, Am. J. Phys. 72 (8), 1126 (2004), <http://dx.doi.org/10.1119/1.1764564>.
APA Format
Grayson, D. (2004, August 1). Concept substitution: A teaching strategy for helping students disentangle related physics concepts. Am. J. Phys., 72(8), 1126-1133. Retrieved November 28, 2014, from http://dx.doi.org/10.1119/1.1764564
Chicago Format
Grayson, Diane. "Concept substitution: A teaching strategy for helping students disentangle related physics concepts." Am. J. Phys. 72, no. 8, (August 1, 2004): 1126-1133, http://dx.doi.org/10.1119/1.1764564 (accessed 28 November 2014).
MLA Format
Grayson, Diane. "Concept substitution: A teaching strategy for helping students disentangle related physics concepts." Am. J. Phys. 72.8 (2004): 1126-1133. 28 Nov. 2014 <http://dx.doi.org/10.1119/1.1764564>.
BibTeX Export Format
@article{ Author = "Diane Grayson", Title = {Concept substitution: A teaching strategy for helping students disentangle related physics concepts}, Journal = {Am. J. Phys.}, Volume = {72}, Number = {8}, Pages = {1126-1133}, Month = {August}, Year = {2004} }
Refer Export Format

%A Diane Grayson
%T Concept substitution: A teaching strategy for helping students disentangle related physics concepts
%J Am. J. Phys.
%V 72
%N 8
%D August 1, 2004
%P 1126-1133
%U http://dx.doi.org/10.1119/1.1764564
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Grayson, Diane
%D August 1, 2004
%T Concept substitution: A teaching strategy for helping students disentangle related physics concepts
%J Am. J. Phys.
%V 72
%N 8
%P 1126-1133
%8 August 1, 2004
%U http://dx.doi.org/10.1119/1.1764564


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