TY - JOUR
T1 - Relationships between Facial Expressions, Prior Knowledge, and Multiple Representations
T2 - a Case of Conceptual Change for Kinematics Instruction
AU - Liaw, Hongming
AU - Yu, Yuh Ru
AU - Chou, Chin Cheng
AU - Chiu, Mei Hung
N1 - Publisher Copyright:
© 2020, Springer Nature B.V.
PY - 2021/4
Y1 - 2021/4
N2 - Kinematics is an important but challenging area in physics. In previously published works of the current research project, it was revealed that there is a significant relationship between facial microexpression states (FMES) changes and conceptual conflict-induced conceptual change. Consequently, the current study integrated FMES into a kinematics multiple representation instructional scenario to investigate if FMES could be used to help construct students’ conceptual paths, and help predict students’ learning outcome. Analysis revealed that types of students’ FMES (neutral, surprised, positive, and negative) were important in helping instructors predict students’ learning outcomes. Findings showed that exhibiting negative FMES through all three major representation segments of the instructional process (i.e., scientific demonstration, textual instruction, and animated instruction) suggests a higher probability of conceptual change among students with sufficient background knowledge on the topic. For students with insufficient prior knowledge, the result was the opposite. Moreover, animated representation was found to be critical to the prediction of student conceptual change. In sum, the results showed FMES as a viable indicator for conceptual change in kinematics, and also reaffirmed the importance of prior knowledge and representations of scientific concepts.
AB - Kinematics is an important but challenging area in physics. In previously published works of the current research project, it was revealed that there is a significant relationship between facial microexpression states (FMES) changes and conceptual conflict-induced conceptual change. Consequently, the current study integrated FMES into a kinematics multiple representation instructional scenario to investigate if FMES could be used to help construct students’ conceptual paths, and help predict students’ learning outcome. Analysis revealed that types of students’ FMES (neutral, surprised, positive, and negative) were important in helping instructors predict students’ learning outcomes. Findings showed that exhibiting negative FMES through all three major representation segments of the instructional process (i.e., scientific demonstration, textual instruction, and animated instruction) suggests a higher probability of conceptual change among students with sufficient background knowledge on the topic. For students with insufficient prior knowledge, the result was the opposite. Moreover, animated representation was found to be critical to the prediction of student conceptual change. In sum, the results showed FMES as a viable indicator for conceptual change in kinematics, and also reaffirmed the importance of prior knowledge and representations of scientific concepts.
KW - Conceptual change
KW - Decision tree model
KW - Facial expression
KW - Kinematics
KW - Multiple representations
KW - Science education
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U2 - 10.1007/s10956-020-09863-3
DO - 10.1007/s10956-020-09863-3
M3 - Article
AN - SCOPUS:85090831481
SN - 1059-0145
VL - 30
SP - 227
EP - 238
JO - Journal of Science Education and Technology
JF - Journal of Science Education and Technology
IS - 2
ER -