Correct answers with wrong justifications? Analysis of explanations in classical mechanics with FCI test
By Carla Hernández, Silvia Tecpan. 2018
5 citations recorded by the source corpus.
This study presents the results of an analysis of the explanations constructed by future physics teachers about their chosen answers in a conceptual test in classic mechanics. Additionally, to selecting a multiple-choice answer in the Force Conceptual Inventory test [1] the teachers were required to give an explanation for their answers in order to determine the relationship between their level of conceptual knowledge and the quality of the explanations they gave using this knowledge. The results suggest that the 28 participants have difficulties in constructing adequate physical explanations. They suggest too that they have deficiencies in the development of their scientific thinking skills and in the use of their prior knowledge. We propose indicators for the construction of explanations in physics and we discuss the implications for the initial formation of physics teachers.
Subfields: Developmental and Educational Psychology, Education
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- An Interpretable Model with Globally Consistent Explanations for Credit Risk (2018, background): “Explanations could also be correct but misleading, offering reasons that are true but incomplete [6] – missing key information.”