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SUMMARY:“Seeing is believing”: Visual perceptions and the learning of 
 kinematics
DTSTART;VALUE=DATE-TIME:20110715T064500Z
DTEND;VALUE=DATE-TIME:20110715T070000Z
DTSTAMP;VALUE=DATE-TIME:20260909T131735Z
UID:indico-contribution-5171@events.saip.org.za
DESCRIPTION:Speakers: Miriam Lemmer (North-West University (Potchefstroom)
 )\nThe proverb “seeing is believing” is generally applied in science e
 ducation today. Many of the contemporary teaching strategies engage the le
 arners in activities that guide them in making their own observations. Sti
 ll\, problems regarding the learning of physics\, especially the prevalenc
 e of alternative conceptions\, remain a head-ache in physics education res
 earch.  \n\nA variety of causes are ascribed to the occurrence of alternat
 ive conceptions\, e.g. that textbooks contain them\, teachers themselves h
 ave them or do not attend to learners’ intuitive ideas or that learners 
 focus to contextual features of an event and do not observe what we intend
  them to. Even with seemingly sufficient experimental proof\, some alterna
 tive conceptions remain persistent. The study reported here investigated l
 earners’ visual perceptions as possible cause for the existence\, persis
 tence and transfer of the intuitive conception in kinematics that DiSessa 
 called changes-take-time. An example of this conception is the assertion t
 hat a cannon ball keeps on accelerating after the shell has been launched.
  A questionnaire\, group discussions and individual questioning contribute
 d to the investigation. Grade 9 and 10 physical science learners as well a
 s student teachers participated in the study. \n\nThe results revealed tha
 t although the learners’ intuitive conceptions are context-dependent\, t
 he majority of them feel confident about their responses. Limitations and 
 inaccuracies in visual perceptions (such as differences in real and percei
 ved velocities and changes in velocities) seem to contribute to their intu
 itive conceptions. A teaching sequence that attends to learners’ visual 
 perceptions is developed. The sequence further intends the conceptual refi
 nement of learners’ productive experiential knowledge in the learning of
  kinematics. Consistent application of physics concepts and principles in 
 a variety of everyday and classroom experiences is emphasized for the form
 ation of a meaningful explanatory model.\n\nhttps://events.saip.org.za/eve
 nt/7/contributions/5171/
LOCATION: Acro7
URL:https://events.saip.org.za/event/7/contributions/5171/
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