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Article de revue:
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ID no. (ISBN etc.): 07370008
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Clé de citation BibTeX: Reiner2000
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Reiner, M., Slotta, J. D., Chi, M. T. H., & Resnick, L. B. (2000). Naive physics reasoning: A commitment to substance-based conceptions. Cognition & Instruction, 18(1), p. p1–34.
Ajoutée par: Lynda Taabane 2008-02-15 11:21:04
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Résumé
A good deal of research has addressed the topic of naive physics knowledge, with a focus on the physics domain of classical mechanics. In particular, it has been proposed that novices enter into instruction with an existing, well-defined knowledge base that they have derived from their everyday experiences. Most relevant initial knowledge will be substance based, in the sense that it represents the novice's understanding of how material objects and other types of substances behave in the course of everyday life. Our position is that novices make every effort to assimilate new physics knowledge into their initial knowledge structures. Thus, abstract physics concepts will tend to be attributed with properties or behaviors of material substances. For example, force is considered by many novices to be a property of moving objects. Novices also appear to draw on their substance knowledge when they are asked to reason about other abstract concepts, such as light, heat, and electricity. Man
Ajoutée par: Lynda Taabane
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Idées
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Ajoutée par: Lynda Taabane
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