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An understanding of falling bodies across schooling and experience based on the conceptual prevalence framework

In this article, we describe a study conducted online with 953 participants of varying levels of education and, when applicable, science/physics teaching experience. These participants were asked to solve a cognitive task in which many different pairs of objects were presented and to identify which,...

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Autores principales: Potvin, Patrice, Chastenay, Pierre, Thibault, François, Riopel, Martin, Ahr, Emmanuel, Brault Foisy, Lorie-Marlène
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Nature Singapore 2023
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10249391/
https://www.ncbi.nlm.nih.gov/pubmed/37305217
http://dx.doi.org/10.1186/s43031-023-00075-4
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author Potvin, Patrice
Chastenay, Pierre
Thibault, François
Riopel, Martin
Ahr, Emmanuel
Brault Foisy, Lorie-Marlène
author_facet Potvin, Patrice
Chastenay, Pierre
Thibault, François
Riopel, Martin
Ahr, Emmanuel
Brault Foisy, Lorie-Marlène
author_sort Potvin, Patrice
collection PubMed
description In this article, we describe a study conducted online with 953 participants of varying levels of education and, when applicable, science/physics teaching experience. These participants were asked to solve a cognitive task in which many different pairs of objects were presented and to identify which, if any, would touch the ground first when dropped (in atmospheric or non-atmospheric environments). Recorded accuracies and response times allowed us to conduct an analysis based on the conceptual prevalence framework, which posits that the coexistence of conceptual and/or misconceptual resources can produce interference in response production. The results show that the influence of some of them decreases or, more surprisingly, increases with training. In fact, secondary and college physics teachers seem to cultivate some of them, and most likely have contributed to their spread. The implications for teaching and research are discussed.
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spelling pubmed-102493912023-06-09 An understanding of falling bodies across schooling and experience based on the conceptual prevalence framework Potvin, Patrice Chastenay, Pierre Thibault, François Riopel, Martin Ahr, Emmanuel Brault Foisy, Lorie-Marlène Discip Interdscip Sci Educ Res Research In this article, we describe a study conducted online with 953 participants of varying levels of education and, when applicable, science/physics teaching experience. These participants were asked to solve a cognitive task in which many different pairs of objects were presented and to identify which, if any, would touch the ground first when dropped (in atmospheric or non-atmospheric environments). Recorded accuracies and response times allowed us to conduct an analysis based on the conceptual prevalence framework, which posits that the coexistence of conceptual and/or misconceptual resources can produce interference in response production. The results show that the influence of some of them decreases or, more surprisingly, increases with training. In fact, secondary and college physics teachers seem to cultivate some of them, and most likely have contributed to their spread. The implications for teaching and research are discussed. Springer Nature Singapore 2023-06-01 2023 /pmc/articles/PMC10249391/ /pubmed/37305217 http://dx.doi.org/10.1186/s43031-023-00075-4 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Research
Potvin, Patrice
Chastenay, Pierre
Thibault, François
Riopel, Martin
Ahr, Emmanuel
Brault Foisy, Lorie-Marlène
An understanding of falling bodies across schooling and experience based on the conceptual prevalence framework
title An understanding of falling bodies across schooling and experience based on the conceptual prevalence framework
title_full An understanding of falling bodies across schooling and experience based on the conceptual prevalence framework
title_fullStr An understanding of falling bodies across schooling and experience based on the conceptual prevalence framework
title_full_unstemmed An understanding of falling bodies across schooling and experience based on the conceptual prevalence framework
title_short An understanding of falling bodies across schooling and experience based on the conceptual prevalence framework
title_sort understanding of falling bodies across schooling and experience based on the conceptual prevalence framework
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10249391/
https://www.ncbi.nlm.nih.gov/pubmed/37305217
http://dx.doi.org/10.1186/s43031-023-00075-4
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