Misconception of Sound and Conceptual Change: A Cross-Sectional Study on Students' Materialistic Thinking of Sound

Autor/inn/en	Eshach, Haim; Lin, Tzu-Chiang; Tsai, Chin-Chung
Titel	Misconception of Sound and Conceptual Change: A Cross-Sectional Study on Students' Materialistic Thinking of Sound
Quelle	In: Journal of Research in Science Teaching, 55 (2018) 5, S.664-684 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Tzu-Chiang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21435
Schlagwörter	Misconceptions; Acoustics; Case Studies; Scientific Concepts; Measures (Individuals); Foreign Countries; Middle School Students; High School Students; Undergraduate Students; Scientific Attitudes; Barriers; Science Instruction; Taiwan + Suchen Sie Ihr Suchwort? Missverständnis; Akustik; Case study; Fallstudie; Case Study; Messdaten; Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	There is a concern that materialistic thinking--meaning the tendency to attribute a set of matter-like properties to nonmatter concepts--is one of the central barriers that students face in the journey toward understanding scientific concepts. The cross-sectional study presented here used the Sound Concept Inventory Instrument (SCII) (Eshach, 2014), "Physical Review Physics Education Research," 10, 010202) to examine how Taiwanese students (N = 717: Grade 7 to undergraduate level) associate the nonmaterial concept of sound with this set of (erroneous) materialistic properties and/or with the (correct) scientific view. Its results show that students in all academic level groups associated sound, at least to some extent, with "all" of the materialistic properties defined in the instrument. Grades 7-9 evidenced the greatest amount of materialistic thinking, followed by Grade 11, with the lowest levels of materialistic thinking being shown by Grades 10 and 12, as well as university students. We also found that the respondents' confidence in the materialistic view they expressed was high. The results suggest that the extent to which students associate sound with materialistic thinking is not ordered by academic level, but was rather influenced by the immediate relevance of each group's recent curriculum to the topic of sound. This article concludes by examining the results through the lens of several different theories of conceptual change, and by making suggestions, in light of these results, for how the teaching of sound concepts might be improved. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01