Whitelock, Denise; Taylor, Josie; O'Shea, Tim; Scanlon, Eileen; Clark, Paul and O'Malley, Clare
(1993).
| DOI (Digital Object Identifier) Link: | https://doi.org/10.1016/0360-1315(93)90065-Q |
|---|---|
| Google Scholar: | Look up in Google Scholar |
Abstract
A number of techniques were used to elicit 16–17 yr old physics students' understanding of collisions. The students appear to use two different models of reasoning, namely a linear causal and a resistance/reciprocal causal model. These models however break down when the students are confronted with a computer simulation, if conservation of energy is not understood. The computer simulation allows pupils time to run experiments which they think will confirm their faulty models but which facilitate a shared understanding of energy conservation.
| Item Type: | Journal Item |
|---|---|
| ISSN: | 0360-1315 |
| Academic Unit/School: | Faculty of Wellbeing, Education and Language Studies (WELS) Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET) Learning and Teaching Innovation (LTI) |
| Research Group: | Centre for Research in Education and Educational Technology (CREET) Centre for Research in Computing (CRC) |
| Item ID: | 16500 |
| Depositing User: | Denise Whitelock |
| Date Deposited: | 28 May 2009 09:24 |
| Last Modified: | 08 May 2019 13:33 |
| URI: | http://oro.open.ac.uk/id/eprint/16500 |
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