Some alternative conceptions persisted or newly emerged after instruction, including conceptions not seen in pre-tests¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Hard-core conceptions such as AC7 (the greater the mass, the greater the momentum) were not eliminated, and AC18 and AC19 frequencies increased after the intervention. → Eser Ültay & Nedim Alev 2017 q2 i? New conceptions appeared post-test, e.g. "Momentum is preserved all time" emerged in the experimental group's post and delayed tests. → Eser Ültay & Nedim Alev 2017 (2)

Evidence¶

Eser Ültay & Nedim Alev 2017¶

Eser Ültay & Nedim Alev. (2017). Investigating the Effect of the Activities Based on Explanation Assisted REACT Strategy on Learning Impulse, Momentum and Collisions Topics. Journal of Education and Practice, Vol.8, No.7. https://eric.ed.gov/?id=EJ1137601

q2 · i? · causal · r1

Frequency analysis of Table 8 alternative conceptions plus interview excerpts. The article reports AC7 persisted despite being stressed by activities, and that AC18 and AC19's frequencies increased after the intervention.

"It is seen that some alternative conceptions (i.e “The greater the mass, the greater the momentum” ) were not eliminated although they were stressed by the activities and experiments."

Eser Ültay & Nedim Alev 2017 (2)¶

Eser Ültay & Nedim Alev. (2017). Investigating the Effect of the Activities Based on Explanation Assisted REACT Strategy on Learning Impulse, Momentum and Collisions Topics. Journal of Education and Practice, Vol.8, No.7. https://eric.ed.gov/?id=EJ1137601

q2 · i? · causal · r1

Post- and delayed-test IMCCT coding in the experimental group revealed newly emerged conceptions. The authors interpret this as showing alternative conceptions interact within a thinking system and do not originate from one point.

"The alternative conception of “Momentum is preserved all time” was emerged in the experimental group’s post and de layed tests"

Discussion¶

Related Claims¶

• Instruction with the explanation assisted REACT strategy significantly eliminated some alternative conceptions about impulse, momentum and collisions — reports the opposite
• Alternative conceptions in force and motion were very difficult to change: of 14 students, 6 showed substantial conceptual change, 1 some change, and 7 no change — related
• Instruction that confronts science misconceptions (conceptual-conflict interventions, refutation text) produces conceptual change more often than standard exposition — related
• Explanation assisted REACT strategy produces significantly higher post-test conceptual understanding of impulse, momentum and collisions than traditional teaching — related