Naïve Students' Conceptual Development and Beliefs: The Need for Multiple Analyses to Determine what Contributes to Student Success in a University Introductory Physics Course
This research involved naïve physics learners who were interested in majoring in science or engineering. In a semester-long quasi-experimental study, open-ended pretests and weekly interviews were used to analyse the progressive development of students’ conceptions relating to sound and wave motion....
| Main Authors: | , , |
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| Format: | Journal Article |
| Published: |
Kluwer Academic Publishers
2008
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| Online Access: | http://hdl.handle.net/20.500.11937/12872 |
| _version_ | 1848748197548130304 |
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| author | Chu, Hye-Eun Treagust, David Chandrasegaran, Chandra |
| author_facet | Chu, Hye-Eun Treagust, David Chandrasegaran, Chandra |
| author_sort | Chu, Hye-Eun |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | This research involved naïve physics learners who were interested in majoring in science or engineering. In a semester-long quasi-experimental study, open-ended pretests and weekly interviews were used to analyse the progressive development of students’ conceptions relating to sound and wave motion. Semi-structured interviews were also conducted to elucidate: (1) how their conceptions developed from everyday conceptions to unclear scientific conceptions to scientific conceptions, and (2) their beliefs of physics knowledge. Despite efforts to enable these students to learn physics, the findings showed that only two out of ten students developed acceptable physics conceptions during the course that would enable them to pursue the subject to a higher level. Also, students’ conceptual development was found to be related to their cognitive understanding and to epistemological beliefs of physics. Therefore, to facilitate naïve physics learners’ success in a general physics course, in addition to the acquisition of content knowledge, explicit emphasis needs to be placed on the nature of physics knowledge. |
| first_indexed | 2025-11-14T07:01:13Z |
| format | Journal Article |
| id | curtin-20.500.11937-12872 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:01:13Z |
| publishDate | 2008 |
| publisher | Kluwer Academic Publishers |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-128722017-09-13T15:01:42Z Naïve Students' Conceptual Development and Beliefs: The Need for Multiple Analyses to Determine what Contributes to Student Success in a University Introductory Physics Course Chu, Hye-Eun Treagust, David Chandrasegaran, Chandra This research involved naïve physics learners who were interested in majoring in science or engineering. In a semester-long quasi-experimental study, open-ended pretests and weekly interviews were used to analyse the progressive development of students’ conceptions relating to sound and wave motion. Semi-structured interviews were also conducted to elucidate: (1) how their conceptions developed from everyday conceptions to unclear scientific conceptions to scientific conceptions, and (2) their beliefs of physics knowledge. Despite efforts to enable these students to learn physics, the findings showed that only two out of ten students developed acceptable physics conceptions during the course that would enable them to pursue the subject to a higher level. Also, students’ conceptual development was found to be related to their cognitive understanding and to epistemological beliefs of physics. Therefore, to facilitate naïve physics learners’ success in a general physics course, in addition to the acquisition of content knowledge, explicit emphasis needs to be placed on the nature of physics knowledge. 2008 Journal Article http://hdl.handle.net/20.500.11937/12872 10.1007/s11165-007-9068-3 Kluwer Academic Publishers restricted |
| spellingShingle | Chu, Hye-Eun Treagust, David Chandrasegaran, Chandra Naïve Students' Conceptual Development and Beliefs: The Need for Multiple Analyses to Determine what Contributes to Student Success in a University Introductory Physics Course |
| title | Naïve Students' Conceptual Development and Beliefs: The Need for Multiple Analyses to Determine what Contributes to Student Success in a University Introductory Physics Course |
| title_full | Naïve Students' Conceptual Development and Beliefs: The Need for Multiple Analyses to Determine what Contributes to Student Success in a University Introductory Physics Course |
| title_fullStr | Naïve Students' Conceptual Development and Beliefs: The Need for Multiple Analyses to Determine what Contributes to Student Success in a University Introductory Physics Course |
| title_full_unstemmed | Naïve Students' Conceptual Development and Beliefs: The Need for Multiple Analyses to Determine what Contributes to Student Success in a University Introductory Physics Course |
| title_short | Naïve Students' Conceptual Development and Beliefs: The Need for Multiple Analyses to Determine what Contributes to Student Success in a University Introductory Physics Course |
| title_sort | naïve students' conceptual development and beliefs: the need for multiple analyses to determine what contributes to student success in a university introductory physics course |
| url | http://hdl.handle.net/20.500.11937/12872 |