Type:

Other

Description:

This paper describes a distinction between two ways in which students may see the role of conceptual knowledge in introductory physics. Is a belief that conceptual knowledge constitutes the core of physics understanding? Is a belief that the associations between conceptual knowledge and physics are apparent but not essential? Excerpts from interviews of two subjects illustrate this distinction in a range of interviewing activities and show its relevance for understanding students' work in an introductory physics course.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

Undergraduate (Lower Division),Education,NSDL,Education Foundations,interviews,Student Characteristics,oai:nsdl.org:2200/20061003064828873T,Higher Education,attitudes,concepts,NSDL_SetSpec_439869,apparent concepts,beliefs,Graduate/Professional

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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