A Structural Equation Model of Conceptual Change in Physics

被引：40

作者：

Taasoobshirazi, Gita ^{[1
]}

Sinatra, Gale M. ^{[2
]}

机构：

[1] Kennesaw State Univ, Kennesaw, GA 30144 USA

[2] Univ So Calif, Los Angeles, CA 90089 USA

来源：

JOURNAL OF RESEARCH IN SCIENCE TEACHING | 2011年 / 48卷 / 08期

关键词：

conceptual change; science education; misconceptions; SELF-EFFICACY; FIT INDEXES; ACHIEVEMENT; MOTIVATION; SCIENCE; PERFORMANCE; GOALS; NEED; ENGAGEMENT; BELIEFS;

D O I：

10.1002/tea.20434

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

A model of conceptual change in physics was tested on introductory-level, college physics students. Structural equation modeling was used to test hypothesized relationships among variables linked to conceptual change in physics including an approach goal orientation, need for cognition, motivation, and course grade. Conceptual change in physics was determined using gains from pre- to post-administration of the Force Concept Inventory (FCI). Results indicated that need for cognition and approach goals had a significant influence on motivation. Motivation influenced change scores on the FCI both directly, and indirectly, through course grade. Finally, course grade directly influenced conceptual change. The implications of these findings for future research and developing students' conceptual change in physics are discussed. (C) 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 901-918, 2011

引用

页码：901 / 918

页数：18

共 84 条

[31] Comment on "How do we know if we are doing a good job in physics teaching?," by Robert Ehrlich [Am. J. Phys. 70 (1), 24-29 (2002)] [J].