Tracing Physics Content Knowledge Gains Using Content Complexity Levels

Autor/in	Woitkowski, David
Titel	Tracing Physics Content Knowledge Gains Using Content Complexity Levels
Quelle	In: International Journal of Science Education, 42 (2020) 10, S.1585-1608 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Woitkowski, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1772520
Schlagwörter	Physics; Science Instruction; Science Achievement; Achievement Gains; Learning Processes; Introductory Courses; Science Tests; Mechanics (Physics); Foreign Countries; Longitudinal Studies; Higher Education; Undergraduate Students; Knowledge Level; Germany + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Achievement gain; Leistungssteigerung; Learning process; Lernprozess; Einführungskurs; Mechanik; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Wissensbasis; Deutschland
Abstract	The introductory phase of studying physics poses a wide range of challenging problems to new students. One of them is learning physics on a new, more abstract and highly mathematised level, at high speed, in a lowly regulated learning environment. While several German universities have taken action to mitigate these problems, much knowledge about the problem's core is unavailable, such as information about typical knowledge baselines, probable learning speeds and factors predicting higher or lower individual performance. This study introduces a widely useable test instrument in the context of classical mechanics for a longitudinal study in the first year of study. The analyses presented are based on the psychological, rather than contend-dominated, theory of hierarchical complexity of tasks, which describes the process of learning in an abstract albeit easily testable way. Students are assigned levels that provide information about their general ability to cope with the highly complex presentation of university physics. This framework is then used to obtain a typical starting ability as well as typical patterns of students' development through the level system. As the initial abilities turn out as low as expected, we are able to state the typical learning speed as about one level per year. Further analysis of those students significantly above or below that threshold can be helpful. While high performers can be characterised by high initial mathematical knowledge, low performers are typically less socially integrated with their peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01