University students’ conceptions in particle kinematics and dynamics

Results of research in science teaching have addressed the presence of bias in student reasoning when they undertake problem solving activities. In the present work we analyze the performances of basic university Physics students of engineering degrees when they solve a set of problematic situations...

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Found in: Portal de Revistas
Main Authors: Rosolio, Alejandra, Cassan, Rosana, Llonch, Elena, Sanchez, Patricia
Format: Online
Language: spa
Published: Asociación de Profesores de Física de la Argentina 2017
Online Access: https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18459
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spelling revistas-unc.article-184592017-11-02T14:07:19Z University students’ conceptions in particle kinematics and dynamics Concepciones de los estudiantes universitarios en cinemática y dinámica de la partícula Rosolio, Alejandra Cassan, Rosana Llonch, Elena Sanchez, Patricia Particle kinematics and dynamics; Problem solving; University students; Situational model; Cog-nitive biases. Cinemática y dinámica de la partícula; Resolución de problemas; Estudiantes universitarios; Modelo situacional; Sesgos cognitivos. Results of research in science teaching have addressed the presence of bias in student reasoning when they undertake problem solving activities. In the present work we analyze the performances of basic university Physics students of engineering degrees when they solve a set of problematic situations with multiple choice formats with justification, on kinematic and particle dynamics contents. In this task, students are expected to display their argumentative skills and show how they relate the information provided by the statement with what is expressed in the selected option. The results of the analysis show that a considerable number of students in the sample produce their justifications by applying heuristic principles, especially the so–called accessibility principle, and those justifications are affected by the presence of reasoning biases. Diversas investigaciones en enseñanza de las ciencias han abordado la presencia de sesgos en el razonamiento de estudiantes cuando estos realizan actividades de resolución de problemas. En el presente trabajo se analizan las actuaciones de estudiantes de física básica universitaria de carreras de ingeniería al resolver un conjunto de situaciones problemáticas con formato de selección múltiple con justificación, sobre contenidos de cinemática y dinámica de la partícula. Al solicitar la justificación de las opciones seleccionadas, se espera que los estudiantes desplieguen sus habilidades argumentativas y muestren cómo relacionan la información que brinda el enunciado provisto con lo expresado en la opción seleccionada. Los resultados del análisis muestran que un número considerable de estudiantes de la muestra producen sus justificaciones mediante la aplicación de principios heurísticos, especialmente el llamado de accesibilidad, y que dichas justificación están afectadas por la presencia de sesgos de razonamiento. Asociación de Profesores de Física de la Argentina 2017-11-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18459 Journal of Physics Teaching; Vol. 29: Número Extra: Selección de Trabajos Presentados a REF; 185-196 Revista de Enseñanza de la Física; Vol. 29: Número Extra: Selección de Trabajos Presentados a REF; 185-196 2250-6101 0326-7091 spa https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18459/18302 Copyright (c) 2017 Alejandra Rosolio, Rosana Cassan, Elena Llonch, Patricia Sanchez http://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional de Córdoba
collection Portal de Revistas
language spa
format Online
author Rosolio, Alejandra
Cassan, Rosana
Llonch, Elena
Sanchez, Patricia
spellingShingle Rosolio, Alejandra
Cassan, Rosana
Llonch, Elena
Sanchez, Patricia
University students’ conceptions in particle kinematics and dynamics
author_sort Rosolio, Alejandra
title University students’ conceptions in particle kinematics and dynamics
title_short University students’ conceptions in particle kinematics and dynamics
title_full University students’ conceptions in particle kinematics and dynamics
title_fullStr University students’ conceptions in particle kinematics and dynamics
title_full_unstemmed University students’ conceptions in particle kinematics and dynamics
title_sort university students’ conceptions in particle kinematics and dynamics
description Results of research in science teaching have addressed the presence of bias in student reasoning when they undertake problem solving activities. In the present work we analyze the performances of basic university Physics students of engineering degrees when they solve a set of problematic situations with multiple choice formats with justification, on kinematic and particle dynamics contents. In this task, students are expected to display their argumentative skills and show how they relate the information provided by the statement with what is expressed in the selected option. The results of the analysis show that a considerable number of students in the sample produce their justifications by applying heuristic principles, especially the so–called accessibility principle, and those justifications are affected by the presence of reasoning biases.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2017
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18459
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score 13.565535