Reappraising the relationships between physics students' mental models and predictions: An example of heat convection

Guo Li Chiou*

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

15 引文 斯高帕斯(Scopus)

摘要

Although prediction is claimed to be a prime function of mental models, to what extent students can run their mental models to make predictions of physical phenomena remains uncertain. The purpose of this study, therefore, was first to investigate 30 physics students' mental models of heat convection, and then to examine the relationship between their mental models and predictions of convection-related phenomena. A series of semistructured interviews was conducted to probe the participants' mental models and predictions of heat convection, and the constant comparative method was adopted for data analysis. The results reveal that the participants held a variety of mental models of heat convection, and nearly half held flawed mental models rather than a scientifically compatible one. In addition, while many participants attempted to run their mental models to make a prediction at the beginning stage of solving an interview problem, the relationship between the models and predictions became increasingly complex as the problem solving process continued. The relationships between mental models and predictions, however, could be better understood by considering the completeness of a mental model, the scale of analyzing mental models, and the retrieval of different formats of mental representations. Published by the American Physical Society under the terms of the http://creativecommons.org/licenses/by/3.0/. Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article's title, journal citation, and DOI.

原文英語
文章編號010119
期刊Physical Review Special Topics - Physics Education Research
9
發行號1
DOIs
出版狀態已發佈 - 2013 五月 14
對外發佈

ASJC Scopus subject areas

  • 教育
  • 物理與天文學 (全部)

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