Student perspectives on learning physics and their relationship with learning force and motion concepts: A study using Q methodology

서지정보

· 발행기관 : 한국주관성연구학회
· 수록지 정보 : Journal of Human Subjectivity / 6권 / 2호 / 77 ~ 95페이지
· 저자명 : Susan Ramlo

초록

This study demonstrates how Q methodology can be used to investigate college physics students’ views of their learning, also known as epistemology, and how those views affect their learning of important physics concepts in a first semester physics course. This study contributes to the already large literature on students’ learning of force and motion concepts, which has established students’ difficulty gaining Newtonian‐based understanding of force and motion concepts (Ramlo, 2008; Redish, Saul, & Steinberg, 2000; Thornton & Sokoloff, 1998). Although prior research has confirmed the connection between learning in physics and students’ epistemologies (Halloun & Hestenes, 1998; Hammer & Elby, 2003; Lising & Elby, 2005), this research has typically used time intensive qualitative methods or Likert scale surveys which can result in loss of meaning (McKeown, 2001), as this study will show. Q methodology allowed the researcher to identify four different factors, representing four differing epistemologies, and their correlations with posttest scores on the Force and Motion Conceptual Evaluation (FMCE). The positive correlation of only one of these views with the FMCE posttest scores further demonstrates the strength of Q methodology to investigate views in this research area.

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