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International Journal of Science Education
written by Jerold Touger, Robert J. Dufresne, William J. Gerace, Pamela T. Hardiman , and Jose P. Mestre
An extensive study was conducted of students' explanations written in response to 'what if ...?' questions in elementary mechanics.  The study showed that the structure of students' explanations yields roughly the same ranking of students as do problem-solving tests, but in addition provides a wealth of insights into (1) context dependence and categorization in students' use of concepts, (2) the effect of misconception on context dependence, (3)the types of explanations that students tend to produce.  A follow-up study, in which students were presented with pairs of pre-written explanations to 'what if ...?' questions and asked to indicate a preference, showed that students do not necessarily prefer the types of explanations they write, and have a greater difficulty assessing the correctness of explanations that are counter to preference type.  Evidence is presented that, for many students, the links between physics thinking and real-world thinking are all to tenuous.
International Journal of Science Education: Volume 17, Issue 2, Pages 255-269
Subjects Levels Resource Types
Education - Basic Research
- Alternative Conceptions
- Student Characteristics
= Ability
- Lower Undergraduate
- Reference Material
= Research study
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© 1995 Taylor and Francis Group
Additional information is available.
DOI:
10.1080/0950069950170209
ISSN Number:
0950-0693
Keywords:
mechanics, physics thinking, real-world thinking, student beliefs, student predictions
Record Creator:
Metadata instance created July 14, 2005 by Lyle Barbato
Record Updated:
September 23, 2007 by Lyle Barbato
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AIP Format
J. Touger, R. Dufresne, W. Gerace, P. Hardiman, and J. Mestre, Int. J. Sci. Educ. 17 (2), 255 (1995), WWW Document, (http://dx.doi.org/10.1080/0950069950170209).
AJP/PRST-PER
J. Touger, R. Dufresne, W. Gerace, P. Hardiman, and J. Mestre, How Novice Physics Students Deal with Explanations, Int. J. Sci. Educ. 17 (2), 255 (1995), <http://dx.doi.org/10.1080/0950069950170209>.
APA Format
Touger, J., Dufresne, R., Gerace, W., Hardiman, P., & Mestre, J. (1995). How Novice Physics Students Deal with Explanations. Int. J. Sci. Educ., 17(2), 255-269. Retrieved July 3, 2020, from http://dx.doi.org/10.1080/0950069950170209
Chicago Format
Touger, J, R. Dufresne, W. Gerace, P. Hardiman, and J. Mestre. "How Novice Physics Students Deal with Explanations." Int. J. Sci. Educ. 17, no. 2, (1995): 255-269, http://dx.doi.org/10.1080/0950069950170209 (accessed 3 July 2020).
MLA Format
Touger, Jerold, Robert Dufresne, William Gerace, Pamela T. Hardiman, and Jose Mestre. "How Novice Physics Students Deal with Explanations." Int. J. Sci. Educ. 17.2 (1995): 255-269. 3 July 2020 <http://dx.doi.org/10.1080/0950069950170209>.
BibTeX Export Format
@article{ Author = "Jerold Touger and Robert Dufresne and William Gerace and Pamela T. Hardiman and Jose Mestre", Title = {How Novice Physics Students Deal with Explanations}, Journal = {Int. J. Sci. Educ.}, Volume = {17}, Number = {2}, Pages = {255-269}, Year = {1995} }
Refer Export Format

%A Jerold Touger
%A Robert Dufresne
%A William Gerace
%A Pamela T. Hardiman
%A Jose Mestre
%T How Novice Physics Students Deal with Explanations
%J Int. J. Sci. Educ.
%V 17
%N 2
%D 1995
%P 255-269
%U http://dx.doi.org/10.1080/0950069950170209
%O text/html

EndNote Export Format

%0 Journal Article
%A Touger, Jerold
%A Dufresne, Robert
%A Gerace, William
%A Hardiman, Pamela T.
%A Mestre, Jose
%D 1995
%T How Novice Physics Students Deal with Explanations
%J Int. J. Sci. Educ.
%V 17
%N 2
%P 255-269
%@ 0950-0693
%U http://dx.doi.org/10.1080/0950069950170209


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