Detail Page

Journal of Research in Science Teaching
written by James Shymansky, Larry Yore, David Treagust, R. B. Thiele, A. Harrison, L. D. Waldrip, S. M. Stocklmayer, and G. Venville
This study explored students' conceptual understanding and conceptual growth regarding classical mechanics in the natural context of a Grade-level 10 science classroom. The purpose of the study was to determine the pervasiveness of a pattern observed in an earlier study in which learners initially gave evidence of scientifically valid knowledge structures but then returned or regressed to an earlier, primitive level of understanding. In the current study, concept mapping and interview methods were used to capture students' construction of knowledge patterns across a survey course designed to focus on some big ideas in physics. The analyses of mean ratings of student-generated concept maps and interview transcripts over three data collections did not consistently reveal the progression-regression patterns across the instruction as observed in the earlier study. The students' knowledge structures remained stable across the 10 weeks and remained unchanged 4 weeks after instruction ceased, suggesting that very little construction or restructuring of knowledge was taking place, and possibly worse, that the students' existing knowledge was not challenged sufficiently to promote the construction or reconstruction process. Implications of the alternative interpretations are discussed.
Journal of Research in Science Teaching: Volume 34, Issue 6, Pages 571-593
Subjects Levels Resource Types
Education Foundations
- Cognition
General Physics
- Physics Education Research
- High School
- Lower Undergraduate
- Reference Material
= Research study
Intended Users Formats Ratings
- Educators
- Researchers
- text/html
- application/ms-word
- application/pdf
  • Currently 0.0/5

Want to rate this material?
Login here!


Access Rights:
Available by subscription
Restriction:
© 1997 John Wiley & Sons, Inc.
Additional information is available.
DOI:
10.1002/(SICI)1098-2736(199708)34:6<571::AID-TEA3>3.0.CO;2-K
Keywords:
Conceptual Change, Constructivism (Learning), High Schools, Mechanics (Physics), Physics, Science Instruction, Scientific Concepts
Record Creator:
Metadata instance created July 14, 2005 by Lyle Barbato
Record Updated:
November 23, 2005 by Vince Kuo
Last Update
when Cataloged:
December 7, 1998
Other Collections:

ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
J. Shymansky, L. Yore, D. Treagust, R. Thiele, A. Harrison, L. Waldrip, S. Stocklmayer, and G. Venville, J. Res. Sci. Teaching 34 (6), 571 (1997), WWW Document, (https://doi.org/10.1002/(SICI)1098-2736(199708)34:6%3C571::AID-TEA3%3E3.0.CO;2-K).
AJP/PRST-PER
J. Shymansky, L. Yore, D. Treagust, R. Thiele, A. Harrison, L. Waldrip, S. Stocklmayer, and G. Venville, Examining the construction process: A study of changes in level 10 students' understanding of classical mechanics, J. Res. Sci. Teaching 34 (6), 571 (1997), <https://doi.org/10.1002/(SICI)1098-2736(199708)34:6%3C571::AID-TEA3%3E3.0.CO;2-K>.
APA Format
Shymansky, J., Yore, L., Treagust, D., Thiele, R., Harrison, A., Waldrip, L., Stocklmayer, S., & Venville, G. (1998, December 7). Examining the construction process: A study of changes in level 10 students' understanding of classical mechanics. J. Res. Sci. Teaching, 34(6), 571-593. Retrieved October 28, 2020, from https://doi.org/10.1002/(SICI)1098-2736(199708)34:6%3C571::AID-TEA3%3E3.0.CO;2-K
Chicago Format
Shymansky, J, L. Yore, D. Treagust, R. Thiele, A. Harrison, L. Waldrip, S. Stocklmayer, and G. Venville. "Examining the construction process: A study of changes in level 10 students' understanding of classical mechanics." J. Res. Sci. Teaching. 34, no. 6, (December 7, 1998): 571-593, https://doi.org/10.1002/(SICI)1098-2736(199708)34:6%3C571::AID-TEA3%3E3.0.CO;2-K (accessed 28 October 2020).
MLA Format
Shymansky, James, Larry Yore, David Treagust, R. B. Thiele, A. Harrison, L. D. Waldrip, S. M. Stocklmayer, and G. Venville. "Examining the construction process: A study of changes in level 10 students' understanding of classical mechanics." J. Res. Sci. Teaching 34.6 (1997): 571-593. 28 Oct. 2020 <https://doi.org/10.1002/(SICI)1098-2736(199708)34:6%3C571::AID-TEA3%3E3.0.CO;2-K>.
BibTeX Export Format
@article{ Author = "James Shymansky and Larry Yore and David Treagust and R. B. Thiele and A. Harrison and L. D. Waldrip and S. M. Stocklmayer and G. Venville", Title = {Examining the construction process: A study of changes in level 10 students' understanding of classical mechanics}, Journal = {J. Res. Sci. Teaching}, Volume = {34}, Number = {6}, Pages = {571-593}, Month = {December}, Year = {1998} }
Refer Export Format

%A James Shymansky
%A Larry Yore
%A David Treagust
%A R. B. Thiele
%A A. Harrison
%A L. D. Waldrip
%A S. M. Stocklmayer
%A G. Venville
%T Examining the construction process: A study of changes in level 10 students' understanding of classical mechanics
%J J. Res. Sci. Teaching
%V 34
%N 6
%D December 7, 1998
%P 571-593
%U https://doi.org/10.1002/(SICI)1098-2736(199708)34:6%3C571::AID-TEA3%3E3.0.CO;2-K
%O text/html

EndNote Export Format

%0 Journal Article
%A Shymansky, James
%A Yore, Larry
%A Treagust, David
%A Thiele, R. B.
%A Harrison, A.
%A Waldrip, L. D.
%A Stocklmayer, S. M.
%A Venville, G.
%D December 7, 1998
%T Examining the construction process: A study of changes in level 10 students' understanding of classical mechanics
%J J. Res. Sci. Teaching
%V 34
%N 6
%P 571-593
%8 December 7, 1998
%U https://doi.org/10.1002/(SICI)1098-2736(199708)34:6%3C571::AID-TEA3%3E3.0.CO;2-K


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.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials