Abstract
Conceptual knowledge, attitudinal measures, and problem-solving ability are all independently associated with postinstruction Force Concept Inventory performance.
Highlights
Since its publication in 1992, the Force Concept Inventory (FCI) [1] has been one of the most widely used concept inventories available for introductory physics and is often used as a summative assessment of students’ conceptual knowledge at the end of introductory physics
The inclusion of a student’s knowledge structure, constructed through similarity ratings, as a knowledge index is an important addition to the research literature examining students who are more and less expertlike in their physics’ knowledge
This study showed that a student’s knowledge of conceptual relationships, attitudinal measures, and physics problem-solving ability are all independently associated with postinstruction FCI performance
Summary
Since its publication in 1992, the Force Concept Inventory (FCI) [1] has been one of the most widely used concept inventories available for introductory physics and is often used as a summative assessment of students’ conceptual knowledge at the end of introductory physics. Because some instructors and researchers use the FCI as a measure of student learning and teaching effectiveness [9,10] it could be useful to understand the various cognitive and attitudinal aspects, in addition to students’ conceptual understanding, that may be associated with performance on the FCI. There has been research interest in what the FCI measures and what types of knowledge are associated with it [2,3,4,5,6,7,8,11,12]. We consider the idea that FCI performance may reflect a number of student attributes including relational knowledge structures of physics
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