A Structural Equation Model of Conceptual Change in Physics

被引：39

作者：

Taasoobshirazi, Gita ^{[1
]}

Sinatra, Gale M. ^{[2
]}

机构：

[1] Kennesaw State Univ, Kennesaw, GA 30144 USA

[2] Univ So Calif, Los Angeles, CA 90089 USA

来源：

JOURNAL OF RESEARCH IN SCIENCE TEACHING | 2011年 / 48卷 / 08期

关键词：

conceptual change; science education; misconceptions; SELF-EFFICACY; FIT INDEXES; ACHIEVEMENT; MOTIVATION; SCIENCE; PERFORMANCE; GOALS; NEED; ENGAGEMENT; BELIEFS;

D O I：

10.1002/tea.20434

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

A model of conceptual change in physics was tested on introductory-level, college physics students. Structural equation modeling was used to test hypothesized relationships among variables linked to conceptual change in physics including an approach goal orientation, need for cognition, motivation, and course grade. Conceptual change in physics was determined using gains from pre- to post-administration of the Force Concept Inventory (FCI). Results indicated that need for cognition and approach goals had a significant influence on motivation. Motivation influenced change scores on the FCI both directly, and indirectly, through course grade. Finally, course grade directly influenced conceptual change. The implications of these findings for future research and developing students' conceptual change in physics are discussed. (C) 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 901-918, 2011

引用

页码：901 / 918

页数：18

共 50 条

[21] Conceptual Change in Science Teaching and Learning: Introducing the Dynamic Model of Conceptual Change
Nadelson, Louis S.
Heddy, Benjamin C.
Jones, Suzanne
Taasoobshirazi, Gita
Johnson, Marcus
INTERNATIONAL JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2018, 7 (02): : 151 - 195
[22] CONFLICT WITHIN DYADIC INTERACTIONS AS A STIMULANT FOR CONCEPTUAL CHANGE IN PHYSICS
THORLEY, NR
TREAGUST, DF
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 1987, 9 (02) : 203 - 216
[23] Conceptual change through vicarious learning in an authentic physics setting
Derek A. Muller
Manjula D. Sharma
John Eklund
Peter Reimann
Instructional Science, 2007, 35 : 519 - 533
[24] Conceptual change in physics: children's naive representations of sound
Mazens, K
Lautrey, J
COGNITIVE DEVELOPMENT, 2003, 18 (02) : 159 - 176
[25] Conceptual change through vicarious learning in an authentic physics setting
Muller, Derek A.
Sharma, Manjula D.
Eklund, John
Reimann, Peter
INSTRUCTIONAL SCIENCE, 2007, 35 (06) : 519 - 533
[26] Students' cognitive conflict and conceptual change in a physics by inquiry class
Kim, Y
Bao, L
Acar, O
2005 PHYSICS EDUCATION RESEARCH CONFERENCE, 2006, 818 : 117 - +
[27] FROM THE MENTAL MODEL TO CONCEPTUAL MODEL IN THE PHYSICS LAB FOR ENGINEERS
Fernandez, M.
Repilado, F.
Perez, Z.
REVISTA CUBANA DE FISICA, 2016, 33 (01): : 18 - 26
[28] Characterizing quantum physics students' conceptual and procedural knowledge of the characteristic equation
Serbin, Kaitlyn Stephens
Robayo, Brigitte Johana Sanchez
Truman, Julia Victoria
Watson, Kevin Lee
Wawro, Megan
JOURNAL OF MATHEMATICAL BEHAVIOR, 2020, 58
[29] Putting Wilson and Cleary to the Test: Analysis of a HRQOL Conceptual Model using Structural Equation Modeling
Karen H. Sousa
Oi-Man Kwok
Quality of Life Research, 2006, 15 : 725 - 737
[30] Putting wilson and cleary to the test: Analysis of a HRQOL conceptual model using structural equation modeling
Sousa, Karen H.
Kwok, Oi-Man
QUALITY OF LIFE RESEARCH, 2006, 15 (04) : 725 - 737

← 1 2 3 4 5 →