An Analysis of High School Students' Mental Models of Solid Friction in Physics

Autor/inn/en	Kurnaz, Mehmet Altan; Eksi, Cigdem
Titel	An Analysis of High School Students' Mental Models of Solid Friction in Physics
Quelle	In: Educational Sciences: Theory and Practice, 15 (2015) 3, S.787-795 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Physics; Science Instruction; Secondary School Science; High School Students; Scientific Concepts; Achievement Tests; Science Tests; Scoring Rubrics; Concept Formation; Visualization; Models; Cognitive Structures; Schemata (Cognition); Foreign Countries; Qualitative Research; Turkey + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Scoring formulas; Auswertungsbogen; Concept learning; Begriffsbildung; Visualisation; Visualisierung; Analogiemodell; Cognitive structure; Kognitive Struktur; Cognition; Schema; Kognition; Ausland; Qualitative Forschung; Türkei
Abstract	Students often have difficulties understanding abstract physics concepts, such as solid friction. This study examines high school students' mental models of solid friction through a case study of 215 high school students in the ninth through twelfth grades. An achievement test with three open-ended questions was created, with questions limited to descriptive and visual responses regarding the concept of solid friction. The gathered data were analyzed in terms of rubrics that were used in related literature. By using the rubrics, the various levels of understanding by students were determined separately by the two researchers. The percentage of case agreement between the researchers was calculated as 90% for description and 84% for visualization. The results showed that students mostly think about solid friction at the macroscopic level and have difficulties making sense of it at the microscopic level (i.e., students' mental models are not scientific). In the light of these results, it is recommended that instructors endeavor to explain solid friction at macroscopic, mesoscopic, and microscopic levels. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.edam.com.tr/estp.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01