Abstract
Although students experience friction in their everyday life, they have difficulty understanding the scientific concept of friction. To solve this problem, various instructional suggestions have been made by researchers concerning the teaching of friction. In this study, we conducted a survey to investigate science high school students’ reasoning patterns concerning frictional force problems to solve students’ difficulty from an unconventional view. By analyzing their responses, we extracted two contrasting reasoning patterns: Restricted Rule-based reasoning (RR reasoning) and Big Idea-based reasoning (BI reasoning). Each reasoning pattern was analyzed more specifically and meanings of the students’ responses were discussed. Four frictional force rules frequently used by students who demonstrated RR reasoning were also extracted from students’ responses. It was also concluded that students in the BI reasoning group showed better performance in deciding the direction of frictional force than students in RR reasoning group. Students prefer a particular reasoning pattern due their background beliefs concerning the nature of scientific inquiry, causality, or reality.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
