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The coexistence of alternative and s...

Ozdemir, Omer F.

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The coexistence of alternative and scientific conceptions in physics.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The coexistence of alternative and scientific conceptions in physics./
作者:	Ozdemir, Omer F.
面頁冊數:	177 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3325.
Contained By:	Dissertation Abstracts International65-09A.
標題:	Education, Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3148204
ISBN:	0496064428

The coexistence of alternative and scientific conceptions in physics.
Ozdemir, Omer F.

The coexistence of alternative and scientific conceptions in physics. - 177 p.

Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3325.

Thesis (Ph.D.)--The Ohio State University, 2004.

The purpose of this study was to inquire about the simultaneous coexistence of alternative and scientific conceptions in the domain of physics. This study was particularly motivated by several arguments put forward in opposition to the Conceptual Change Model. In the simplest form, these arguments state that people construct different domains of knowledge and different modes of perception in different situations. Therefore, holding different conceptualizations is unavoidable and expecting a replacement in an individual's conceptual structure is not plausible in terms of instructional practices.

ISBN: 0496064428Subjects--Topical Terms:

1017897
Education, Sciences.

The coexistence of alternative and scientific conceptions in physics.
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245 1 4 $a The coexistence of alternative and scientific conceptions in physics.
300 $a 177 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3325.
500 $a Adviser: Arthur L. White.
502 $a Thesis (Ph.D.)--The Ohio State University, 2004.
520 $a The purpose of this study was to inquire about the simultaneous coexistence of alternative and scientific conceptions in the domain of physics. This study was particularly motivated by several arguments put forward in opposition to the Conceptual Change Model. In the simplest form, these arguments state that people construct different domains of knowledge and different modes of perception in different situations. Therefore, holding different conceptualizations is unavoidable and expecting a replacement in an individual's conceptual structure is not plausible in terms of instructional practices.
520 $a The following research questions were generated to inquire about this argument: (1) Do individuals keep their alternative conceptions after they have acquired scientific conceptions? (2) Assuming that individuals who acquired scientific conceptions also have alternative conceptions, how are these different conceptions nested in their conceptual structure? (3) What kind of knowledge, skills, and reasoning are necessary to transfer scientific principles instead of alternative ones in the construction of a valid model?
520 $a Analysis of the data collected from the non-physics group indicated that the nature of alternative conceptions is framed by two types of reasoning: reasoning by mental simulation and semiformal reasoning.
520 $a Analysis of the data collected from the physics group revealed that mental images or scenes feeding reasoning by mental simulation had not disappeared after the acquisition of scientific conceptions.
520 $a The analysis of data also provided enough evidence to conclude that alternative principles feeding semiformal reasoning have not necessarily disappeared after the acquisition of scientific conceptions. However, in regard to semiformal reasoning, compartmentalization was not as clear as the case demonstrated in reasoning by mental simulation; instead semiformal and scientific reasoning are intertwined in a way that the components of semiformal reasoning can easily take their place among the components of scientific reasoning.
520 $a In spite of the fact that the coexistence of multiple conceptions might obstruct the transfer of scientific conceptions in problem-solving situations, several factors stimulating the use of scientific conceptions were noticed explicitly. These factors were categorized as follows: (a) the level of individuals' domain specific knowledge in the corresponding field, (b) the level of individuals' knowledge about the process of science (how science generates its knowledge claims), (c) the level of individuals' awareness of different types of reasoning and conceptions, and (d) the context in which the problem is situated. (Abstract shortened by UMI.)
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790 1 0 $a White, Arthur L., $e advisor
790 $a 0168
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3148204