Spring 2000
Vol 8 Issue 2
IN THIS ISSUE...
Metaphors, Mathematics, and Myers-Briggs
The MIL: Developing a Public Conversation about Teaching Learning
Integrating Humanities Classes with Historical Storytelling
Re-framing and Renewing a Learning Project
Inquiry-Oriented Physics Instruction
Self-Directed Learning in the Chemistry Lab
Center for Native and Urban Wildlife at SCC
ASSIDERE
"Just Tell Me What I Have to Do to Get an 'A' in Your Class!"
MCLI Assessment and Evaluation Resources
SEE ALSO...
The Labyrinth
Maricopa Center for Learning and Instruction
Inquiry-Oriented Physics Instruction
Mangala Joshua, MCC
Many students in physics courses have naive beliefs and misconceptions about the physical world. The main cause of these preconceptions is that the students have developed incorrect or incomplete mental models to explain their experiences with the physical world. For example, if you ask the students to compare the forces exerted on each other when a Mac truck collides with a stationary Volkswagen, the majority of students would say that the Mac truck would exert a larger force on the Volkswagen. This seems quite reasonable based on their experience. Students know that a Mac truck's collision with a Volkswagen will result in more damage done to the Volkswagen, and this is been interpreted to mean that the Mac truck must have exerted a larger force on the Volkswagen. However, Newton's third law states that two interacting bodies exert equal and opposite forces.
After completing the mechanics section of the course and going on to electrical interactions if a similar type of question is asked, one finds that most students still hold to this misconception, which shows how deeply rooted these beliefs are. The knowledge that the students bring into the classroom will shape what they learn. Therefore, these preconceptions have to be dealt with in the classroom.
As an MIL Fellow, I am studying and implementing a fairly new approach to teaching physics. It is based on the modeling method of instruction researched and developed by Dr. David Hestenes at Arizona State University. The modeling theory is grounded on the thesis that scientific activity is centered on modeling: the construction, validation, and application of conceptual models is used to understand and organize the physical world.
In this type of a classroom, the students are actively engaged, working in groups, experimenting, analyzing, and constructing models that explain the physical phenomena they are exploring. They refine their ideas and models by collaborating in their groups.
The teacher is a facilitator, directing students to guided activities and experiments. Probing questions are asked and ideas are seeded to make the students think and develop models for the phenomena they are exploring. When the groups come together for a final discussion, the teacher guides the discussion to bring out the main ideas and concepts. This enables the students to construct their own knowledge.
Listening to the students' conversation in groups give insights to the beliefs and preconceptions that the students bring with them. This past semester I have learned a great deal by listening to such conversations.
