Assessment of Student Knowledge Integration in Learning Work and Mechanical Energy

Autor/inn/en	Tong, Dazhen; Liu, Jia; Sun, Yechao; Liu, Qiaoyi; Zhang, Xiangqun; Pan, Sudong; Bao, Lei
Titel	Assessment of Student Knowledge Integration in Learning Work and Mechanical Energy
Quelle	In: Physical Review Physics Education Research, 19 (2023) 1, Artikel 010127 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tong, Dazhen) ORCID (Sun, Yechao) ORCID (Pan, Sudong) ORCID (Bao, Lei)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Student Evaluation; Physics; Science Instruction; Scientific Concepts; Concept Formation; Problem Solving; Memorization; Kinetics; Introductory Courses; Difficulty Level; Mechanics (Physics); Energy; Evaluation Methods; High School Students; Instructional Design; Foreign Countries; China + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Problemlösen; Gedächtnistraining; Kinetik; Einführungskurs; Schwierigkeitsgrad; Mechanik; Energie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland
Abstract	Work and mechanical energy is a fundamental topic in introductory physics. Studies in existing literature have shown that students have difficulties in understanding work and mechanical energy, particularly the topic of work-energy theorem. To study students' knowledge integration in learning work and mechanical energy, a conceptual framework model of work and mechanical energy was developed and applied to guide the design of an assessment for measuring students' level of knowledge integration. Using the assessment, qualitative and quantitative data were collected in two high schools in an eastern Chinese city. The results reveal that the conceptual framework model can effectively represent the students' knowledge structures at different levels of knowledge integration. In addition, the assessment is shown effective in identifying unique features of knowledge integration, including context dependence and fragmentation of knowledge components, memorization-based problem-solving strategies, and lack of meaningful connections between work and change in kinetic energy. The conceptual framework of work and mechanical energy and assessment results can provide useful information to facilitate instructional designs to promote knowledge integration. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01