This study investigates students' ability to interpret multiple representations consistently (i.e., representational consistency) in the context of force concept. For this purpose we developed Representational Variant Force Concept Inventory (R-FCI), which makes use nine items from 1995 version (FCI). These original FCI were redesigned using various (such as motion map, vectorial and graphical), yielding 27 multiple-choice concerning four central concepts underpinning concept: Newton's...

Previous physics education research has raised the question of ``hidden variables'' behind students' success in learning certain concepts. In context force concept, it been suggested that reasoning ability is one such variable. Strong positive correlations between preinstruction scores for (measured by Lawson's Classroom Test Scientific Reasoning) and their forces [measured Force Concept Inventory (FCI)] have reported high school university introductory courses. However, there no published...

Relating mathematical concepts to graphical representations is a challenging task for students. In this paper, we introduce two visual strategies qualitatively interpret the divergence of vector field representations. One strategy based on interpretation partial derivatives, while other flux concept. We test effectiveness both in an instruction-based eye-tracking study with N=41 physics majors. found that students’ performance improved when were introduced (74% correct) instead only one (64%...

Abstract Teacher‐led whole class discussions are essential when it comes to guiding students' construction of knowledge, and recent studies on teaching learning emphasize the need for more student‐centered methods. In previous studies, extent which different types communication take place in classroom have been extensively reported by means lists, tables, charts, yet these not included overviews how talk develops progresses over time. This study addresses this aspect presenting communicative...

It is commonly believed that science teachers rely on language allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently either pose questions target predefined answers or simply lecture through lessons, a major concern from sociocultural perspective. This study reports the experiences of student introduced Communicative Approach education drawing dialogic teacher-talk in addition authoritative teacher-talk. approach was students...

A number of reports recently identify that the quality science education in a European countries is lower than expected. One reasons for apparent underachievement this generally economically prosperous continent might be pedagogy lacks variety, or less engaging other subjects. Given diversity systems, purpose paper to present aspects four pre-service teacher preparation programs illustrating similarities and differences emerge. Specifically, we England, Finland, France Cyprus.

The coordination of multiple external representations is important for learning, but yet a difficult task students, requiring instructional support. subject in this study covers typical relation physics between abstract mathematical equations (definitions divergence and curl) visual representation (vector field plot). To support the connection across both representations, two instructions with written explanations, equations, (differing only presence cues) were designed their impact on...

This paper offers an account of, and findings from, approach to designing evaluating instructional sequence set in the context of Newton's third law. The design draws upon conceptual change theory concept “bridging analog” is extended introduce notion a representation” Attention also given proposed social interactions between teacher students as teaching learning activities are played out or “stage” classroom. A range instruments used measure extent student learning, evidence presented...

Earlier research has shown that after physics instruction, many students have difficulties with the force concept, and constructing free-body diagrams (FBDs). It been suggested treating forces as interactions could help to identify well construct correct FBDs. While there is evidence identifying helps in quantitative problem solving, no previous investigating effect of a visual-representation tool---an interaction diagram (ID)---on students' ability forces, We present an empirical study...

This study presents new ways of visualising technology-enhanced collaborative inquiry-based learning (CIBL) processes in an undergraduate physics course. The data included screen-capture videos from a environment and audio recordings discussions between students. We performed thematic analysis based on the phases (IBL). was complemented by content analysis, which we analysed whether utilisation technological tools deep-level, surface-level, or non-existent basis. Student participation...

Computational thinking (CT) has been introduced in primary schools worldwide. However, rich classroom-based evidence and research on how to assess support students’ CT through programming are particularly scarce. This empirical study investigates 4th grade (N = 57) a comparatively comprehensive fine-grained manner by assessing their Scratch projects 325) with framework that was revised from previous studies aim towards enhancing CT. The results demonstrate detail the various coding patterns...

The purpose of this study was to construct and the impact a research‐based sequence for teaching concept modelling seventh‐grade science students. We identified students' notions models aspects school be addressed regarding model concept, which were then taken into account when we planned learning sequence. idea in taught while students about change states matter physics. A pre‐interview revealed that very limited, post‐interview showed improved course series lessons. There also...

This paper presents an innovative and useful methodology to analyze instructional talk. In teacher education, there is a lack of practical methods that the tutor can use discuss reflect on student teachers’ lessons. The cannot remember what actually happened during lesson, feedback discussions are based memory are, therefore, unstructured. purpose this explorative descriptive case study was characterize talk used in process teacher’s guidance secondary school students’ acquisition knowledge...

This case study examined teachers' on-the-fly formative assessment conversations, that is, how teachers collect information from students' thinking and use to support their learning during teacher-student interactions. Previous studies have typically analysed whole-class discussions on the level of speaking turns, identified means collecting (eliciting) using (feedback). used episode-based analysis identify both forms functions conversations all phases inquiry lessons. We video-recorded two...