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written by
Wangyi Xu, Qiaoyi Liu, Kathleen M. Koenig, Joseph Fritchman, Jing Han, Sudong Pan, and Lei Bao
Available Languages: English, Chinese
Momentum is a foundational concept in physics. Although it is often taught in introductory mechanics courses, there are a limited number of studies on this topic in the literature. The results from these studies have consistently shown that students have difficulties in understanding momentum, especially the connections between net force, time, and change in momentum, which are signs of fragmented knowledge structure and poor knowledge integration. This study adopts the conceptual framework representation to model student understanding and guide the design of an assessment test on momentum. Informed by the previous work on knowledge integration, the conceptual framework maps out the key concepts and their connections within a student's knowledge structure. Recent studies have shown that a conceptual framework can be used as a guide to create assessment items that follow different reasoning pathways, probing various misconceptions and student difficulties. In this study, an assessment of momentum was developed and tested among a large number of U.S. college freshmen and Chinese high school students. Based on testing and interview results, students' understanding is separated into three progression levels of knowledge integration including novicelike, transitional, and expertlike. Furthermore, the comparison between the two countries' curriculum and momentum test results indicates that an emphasis on the central idea of impulse-momentum theorem can be an essential instructional strategy to help students make the necessary connections within their knowledge structure, leading to a deeper conceptual understanding of momentum.
Physical Review Physics Education Research: Volume 16, Issue 1, Pages 010130
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![]() <a href="https://www.compadre.org/portal/items/detail.cfm?ID=15378">Xu, W, Q. Liu, K. Koenig, J. Fritchman, J. Han, S. Pan, and L. Bao. "Assessment of knowledge integration in student learning of momentum." Phys. Rev. Phys. Educ. Res. 16, no. 1, (May 26, 2020): 010130.</a>
![]() W. Xu, Q. Liu, K. Koenig, J. Fritchman, J. Han, S. Pan, and L. Bao, , Phys. Rev. Phys. Educ. Res. 16 (1), 010130 (2020), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.16.010130).
![]() W. Xu, Q. Liu, K. Koenig, J. Fritchman, J. Han, S. Pan, and L. Bao, Assessment of knowledge integration in student learning of momentum, Phys. Rev. Phys. Educ. Res. 16 (1), 010130 (2020), <https://doi.org/10.1103/PhysRevPhysEducRes.16.010130>.
![]() Xu, W., Liu, Q., Koenig, K., Fritchman, J., Han, J., Pan, S., & Bao, L. (2020, May 26). Assessment of knowledge integration in student learning of momentum. Phys. Rev. Phys. Educ. Res., 16(1), 010130. Retrieved February 17, 2025, from https://doi.org/10.1103/PhysRevPhysEducRes.16.010130
![]() Xu, W, Q. Liu, K. Koenig, J. Fritchman, J. Han, S. Pan, and L. Bao. "Assessment of knowledge integration in student learning of momentum." Phys. Rev. Phys. Educ. Res. 16, no. 1, (May 26, 2020): 010130, https://doi.org/10.1103/PhysRevPhysEducRes.16.010130 (accessed 17 February 2025).
![]() Xu, Wangyi, Qiaoyi Liu, Kathleen Koenig, Joseph Fritchman, Jing Han, Sudong Pan, and Lei Bao. "Assessment of knowledge integration in student learning of momentum." Phys. Rev. Phys. Educ. Res. 16.1 (2020): 010130. 17 Feb. 2025 <https://doi.org/10.1103/PhysRevPhysEducRes.16.010130>.
![]() @article{
Author = "Wangyi Xu and Qiaoyi Liu and Kathleen Koenig and Joseph Fritchman and Jing Han and Sudong Pan and Lei Bao",
Title = {Assessment of knowledge integration in student learning of momentum},
Journal = {Phys. Rev. Phys. Educ. Res.},
Volume = {16},
Number = {1},
Pages = {010130},
Month = {May},
Year = {2020}
}
![]() %A Wangyi Xu %A Qiaoyi Liu %A Kathleen Koenig %A Joseph Fritchman %A Jing Han %A Sudong Pan %A Lei Bao %T Assessment of knowledge integration in student learning of momentum %J Phys. Rev. Phys. Educ. Res. %V 16 %N 1 %D May 26, 2020 %P 010130 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.010130 %O application/pdf ![]() %0 Journal Article %A Xu, Wangyi %A Liu, Qiaoyi %A Koenig, Kathleen %A Fritchman, Joseph %A Han, Jing %A Pan, Sudong %A Bao, Lei %D May 26, 2020 %T Assessment of knowledge integration in student learning of momentum %J Phys. Rev. Phys. Educ. Res. %V 16 %N 1 %P 010130 %8 May 26, 2020 %U https://doi.org/10.1103/PhysRevPhysEducRes.16.010130 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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