ABSTRACT

Background

Many researchers have investigated student reasoning in Newtonian mechanics. In 1979 Viennot revealed that most students associate the concept of force with the velocity or acceleration of a motion. Forty years later, student understandings remain a major challenge for teachers. The implications of this challenge are still unclear, however, including the effect on the instructions given by teachers.

Purpose

This paper investigated the perceptions that French teachers of science, technology and engineering have of core student misconceptions about, and learning difficulties with, the subject of force, and the extent to which these are dependent on a teacher’s subject knowledge, and how they affect grade levels.

Sample

One hundred teachers in the Académie d'Aix-Marseille, an educational organisation in the southeast France, were questioned randomly about their views on student learning issues of force.

Design and method

Teacher views were collected using an exploratory study based on an online questionnaire which included Likert-based and closed questions. The data was analysed using nonparametric tests.

Results

The analysis revealed four major outcomes: (1) main perceptions of misconceptions related to student ‘impetus force’ and ‘force linked to an object weight’, (2) key learning difficulties included ‘knowledge transfer’ and ‘knowledge construction’, (3) teachers believed that the Aristotelian view was still a common barrier to learning Newtonian mechanics, and (4) differences in perceptions were due, essentially, to the teachers’ subject domain and not to the grades they taught. The only statistically significant difference in perceptions between teachers was linked to the idea of impetus force, with this corresponding to discipline philosophy.

Conclusion

This paper provides baseline evidence about teacher perceptions of student learning about force, which suggests that more systemic teaching approaches are crucial to foster student conceptual understanding, transfer and knowledge construction. Some implications for teachers and curriculum developers are discussed.

中文翻译：

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法国教师对学生学习力的看法：初步研究

摘要

背景

许多研究人员研究了牛顿力学中的学生推理。1979 年 Viennot 透露，大多数学生将力的概念与运动的速度或加速度联系起来。四十年后，学生的理解仍然是教师面临的主要挑战。然而，这一挑战的影响仍不清楚，包括对教师指导的影响。

目的

本文调查了法国科学、技术和工程教师对核心学生对武力学科的误解和学习困难的看法，以及这些在多大程度上依赖于教师的学科知识，以及它们如何影响成绩水平。

样本

法国东南部教育组织 Académie d'Aix-Marseille 的 100 名教师被随机询问他们对学生学习武力问题的看法。

设计与方法

使用基于在线问卷调查的探索性研究收集教师意见，其中包括基于李克特的问题和封闭式问题。使用非参数检验分析数据。

结果

分析揭示了四个主要结果：（1）对与学生“推动力”和“与物体重量相关的力”相关的误解的主要看法，（2）主要学习困难包括“知识转移”和“知识构建”，（3 ) 教师们认为亚里士多德的观点仍然是学习牛顿力学的共同障碍，并且 (4) 观念上的差异主要是由于教师的学科领域而不是他们所教的成绩。教师之间唯一在统计上显着的差异与推动力的概念有关，这与学科哲学相对应。

结论

本文提供了关于教师对学生学习力的看法的基线证据，这表明更系统的教学方法对于促进学生的概念理解、转移和知识构建至关重要。讨论了对教师和课程开发人员的一些影响。