Students' conceptions of simple D.C. electricity circuits: a study of primary, inappropriate conceptions, learning difficulties of physics students, and implications for instruction
- Authors: Jiya, Zindlovu
- Date: 1990
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5441 , http://hdl.handle.net/10962/d1001994
- Description: The work attempts to identify the general conceptual problems of the generations of Black students who pass through flrst year physics courses at the University of Fort Hare. In particular the alternative conceptions of students in the area of direct current electricity are investigated, using various techniques including written diagnostic tests. The main method used in the investigation of the student frameworks is the personal interview. A varied number of inappropriate conceptions are identifled in the students in significantly large proportions, and these are found to be dependent on many factors; for example the socio-cultural background like language and its metaphors, and media images. It is established that some of these are exacerbated by student perceptions about the nature of physics and of the scientific enterprise in general. Certain proposals are made about how to remedy the situation; relying mainly on the recently established innovative instructional strategies like conceptual change and cognitive conflict, and on making proposals about restructuring certain forms of presentation of the subject matter, paying attention to how language is used to address the speciflc problems of the students. The importance of providing practical experiences for the students is also emphasised
- Full Text:
- Date Issued: 1990
- Authors: Jiya, Zindlovu
- Date: 1990
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5441 , http://hdl.handle.net/10962/d1001994
- Description: The work attempts to identify the general conceptual problems of the generations of Black students who pass through flrst year physics courses at the University of Fort Hare. In particular the alternative conceptions of students in the area of direct current electricity are investigated, using various techniques including written diagnostic tests. The main method used in the investigation of the student frameworks is the personal interview. A varied number of inappropriate conceptions are identifled in the students in significantly large proportions, and these are found to be dependent on many factors; for example the socio-cultural background like language and its metaphors, and media images. It is established that some of these are exacerbated by student perceptions about the nature of physics and of the scientific enterprise in general. Certain proposals are made about how to remedy the situation; relying mainly on the recently established innovative instructional strategies like conceptual change and cognitive conflict, and on making proposals about restructuring certain forms of presentation of the subject matter, paying attention to how language is used to address the speciflc problems of the students. The importance of providing practical experiences for the students is also emphasised
- Full Text:
- Date Issued: 1990
An intelligent computer-based tutor for elementary mechanics problems
- Authors: Oberem, Graham Edmund
- Date: 1987
- Subjects: Physics -- Programmed instruction Physics -- Computer-assisted instruction
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5444 , http://hdl.handle.net/10962/d1001997
- Description: ALBERT, an intelligent problem-solving monitor and coach, has been developed to assist students solving problems in one-dimensional kinematics. Students may type in kinematics problems directly from their textbooks. ALBERT understands the problems, knows how to solve them, and can teach students how to solve them. The program is implemented in the TUTOR language and runs on the Control Data mainframe PLATO system. A natural language interface was designed to understand kinematics problems stated in textbook English. The interface is based on a pattern recognition system which is intended to parallel a cognitive model of language processing. The natural language system has understood over 60 problems taken directly from elementary Physics textbooks. Two problem-solving routines are included in ALBERT. One is goal-directed and solves the problems using the standard kinematic equations. The other uses the definition of acceleration and the relationship between displacement and average velocity to solve the problems. It employs a forward-directed problem-solving strategy. The natural language interface and both the problem-solvers are fast and completely adequate for the task. The tutorial dialogue system uses a modified version of the natural language interface which operates in a two-tier fashion. First an attempt is made to understand the input with the pattern recognition system, and if that fails, a keyword matching system is invoked. The result has been a fairly robust language interface. The tutorial is driven by a tutorial management system (embodying a tutorial model) and a context model. The context model consists of a student model, a tutorial status model and a dynamic dialogue model. ALBERT permits a mixed initiative dialogue in the discussion of a problem. The system has been tested by Physics students in more than 80 problemsolving sessions and the results have been good. The response of the students has been very favourable
- Full Text:
- Date Issued: 1987
- Authors: Oberem, Graham Edmund
- Date: 1987
- Subjects: Physics -- Programmed instruction Physics -- Computer-assisted instruction
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:5444 , http://hdl.handle.net/10962/d1001997
- Description: ALBERT, an intelligent problem-solving monitor and coach, has been developed to assist students solving problems in one-dimensional kinematics. Students may type in kinematics problems directly from their textbooks. ALBERT understands the problems, knows how to solve them, and can teach students how to solve them. The program is implemented in the TUTOR language and runs on the Control Data mainframe PLATO system. A natural language interface was designed to understand kinematics problems stated in textbook English. The interface is based on a pattern recognition system which is intended to parallel a cognitive model of language processing. The natural language system has understood over 60 problems taken directly from elementary Physics textbooks. Two problem-solving routines are included in ALBERT. One is goal-directed and solves the problems using the standard kinematic equations. The other uses the definition of acceleration and the relationship between displacement and average velocity to solve the problems. It employs a forward-directed problem-solving strategy. The natural language interface and both the problem-solvers are fast and completely adequate for the task. The tutorial dialogue system uses a modified version of the natural language interface which operates in a two-tier fashion. First an attempt is made to understand the input with the pattern recognition system, and if that fails, a keyword matching system is invoked. The result has been a fairly robust language interface. The tutorial is driven by a tutorial management system (embodying a tutorial model) and a context model. The context model consists of a student model, a tutorial status model and a dynamic dialogue model. ALBERT permits a mixed initiative dialogue in the discussion of a problem. The system has been tested by Physics students in more than 80 problemsolving sessions and the results have been good. The response of the students has been very favourable
- Full Text:
- Date Issued: 1987
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