The effects of enhanced hands-on experimentation on correcting student misconceptions about work and energy in engineering mechanics

References

• Anderson, J., and M. Barnett. 2011. “Using Video Games to Support Pre-service Elementary Teachers’ Learning of Basic Physic Principles.” Journal of Science Education and Technology 20 (4): 347–362. doi:10.1007/s10956-010-9257-0.
   Web of Science ®Google Scholar
• Ayar, M. C., M. Aydeniz, and B. Yalvac. 2015. “Analyzing Science Activities in Force and Motion Concepts: A Design of an Immersion Unit.” International Journal of Science and Mathematics Education 13 (1): 95–121. doi:10.1007/s10763-013-9476-y.
   Web of Science ®Google Scholar
• Bransford, J., A. Brown, and R. Cockings. 2000. How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press, National Research Council.
   Google Scholar
• Canlas, I. P. 2019. “Using Visual Representations in Identifying Students’ Preconceptions in Friction.” Research in Science and Technological Education. published online. doi:10.1080/02635143.2019.1660630.
   Google Scholar
• Chi, M. T. H. 2005. “Commonsense Conceptions of Emergent Processes: Why Some Misconceptions are Robust.” The Journal of the Learning Sciences 14 (2): 161–199. doi:10.1207/s15327809jls1402_1.
   Web of Science ®Google Scholar
• Chi, M. T. H. 2008. “Three Types of Conceptual Change: Belief Revision, Mental Model Transformation, and Categorical Shift.” In International Handbook of Research on Conceptual Change, edited by S. Vosniadou, 61–82. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Chi, M. T. H., M. Chiu, and N. deLeeuw. 1991. “Learning in a Non-physical Science Domain: The Human Circulatory System.” Research Report to ERIC. https://eric.ed.gov/?id=ED342629
   Google Scholar
• Chi, M. T. H., and S. K. Brem. 2009. “Contrasting Ohlsson’s Resubsumption Theory with Chi’s Categorical Shift Theory.” Educational Psychologist 44 (1): 58–63. doi:10.1080/00461520802616283.
   Web of Science ®Google Scholar
• Claudio, F., and O. R. Battaglia. 2019. “Conceptual Understanding of Newtonian Mechanics Through Cluster Analysis of FCI Student Answers.” International Journal of Science and Mathematics Education 17 (1): 1497–1517. doi:10.1007/s10763-018-09944-1.
   Web of Science ®Google Scholar
• Coller, B. D. 2008. “An Experiment in Hands-on Learning in Engineering Mechanics: Statics.” International Journal of Engineering Education 24 (3): 545–557.
   Web of Science ®Google Scholar
• Creswell, J. W. 2013. Qualitative Inquiry and Research Design: Choosing among Five Approaches. Thousand Oaks, CA: SAGE.
   Google Scholar
• diSessa, A. A. 1988. “Knowledge in Pieces.” In Constructivism in the Computer Age, edited by G. Forman and P. B. Pufall, 49–70. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• diSessa, A. A., and B. L. Sherin. 1993. “Toward an Epistemology of Physics.” Cognition and Instruction 10 (2–3): 105–225.
   Web of Science ®Google Scholar
• Dunlosky, J., K. A. Rawson, E. J. Marsh, M. J. Nathan, and D. T. Willingham. 2013. “Improving Students’ Learning with Effective Learning Techniques: Promising Directions from Cognitive and Educational Psychology.” Psychological Science in the Public Interest 14 (1): 4–58. doi:10.1177/1529100612453266.
   PubMed Web of Science ®Google Scholar
• Ericsson, K. A., and H. A. Simon. 1984. Protocol Analysis: Verbal Reports as Data. Cambridge, MA: Bradford books/MIT Press.
   Google Scholar
• Ericsson, K. A., and H. A. Simon. 1993. Protocol Analysis: Verbal Reports as Data. revised ed. Cambridge, MA: Bradford books/MIT Press.
   Google Scholar
• Fang, N. 2012. “Students’ Perceptions of Dynamics Concept Pairs and Correlation with Their Problem-Solving Performance.” Journal of Science Education and Technology 21 (5): 571–580. doi:10.1007/s10956-011-9347-7.
   Web of Science ®Google Scholar
• Fang, N. 2014. “Difficult Concepts in Engineering Dynamics: Students’ Perceptions and Educational Implications.” International Journal of Engineering Education 30 (5): 1110–1119.
   Web of Science ®Google Scholar
• Fang, N., and G. Liu. 2019. “Reducing Students’ Conceptual Misunderstanding in Engineering Dynamics Through Enhanced Hands-on Experimentation.” International Journal of Engineering Education 35 (3): 901–911.
   Web of Science ®Google Scholar
• Fazio, C., and O. R. Battaglia. 2019. “Conceptual Understanding of Newtonian Mechanics through Cluster Analysis of FCI Student Answers.” International Journal of Science and Mathematics Education 17 (1): 1497–1517. doi:10.1007/s10763-018-09944-1.
   Web of Science ®Google Scholar
• Gray, G., F. Costanzo, D. Evans, P. Cornwell, B. Self, and J. Lane. 2005. “The Dynamics Concept Inventory Assessment Test: A Progress Report and Some Results.” Proceedings of the 2006 ASEE Annual Conference and Exposition, Washington, DC: American Society for Engineering Education.
   Google Scholar
• Hake, R. R. 1998. “Interactive-engagement Vs Traditional Methods: A Six-thousand Student Survey of Mechanics Test Data for Introductory Physics Courses.” American Journal of Physics 66 (1): 64–74. doi:10.1119/1.18809.
   Web of Science ®Google Scholar
• Harlow, D. B., and J. A. Bianchini. 2020. “Knowledge-in-Pieces - Andrea A. diSessa, David Hammer.” In Science Education in Theory and Practice, edited by B. Akpan and T. J. Kennedy, 389–401. New York, NY: Springer.
   Google Scholar
• Hernández-de-Menéndez, M., A. V. Guevara, J. C. T. Martínez, D. H. Alcántara, and R. Morales-Menendez. 2019. “Active Learning in Engineering Education. A Review of Fundamentals, Best Practices and Experiences.” International Journal on Interactive Design and Manufacturing (IJIDeM) 13 (3): 909–922. doi:10.1007/s12008-019-00557-8.
   Google Scholar
• Hibbeler, R. C. 2013. Engineering Mechanics: Dynamics. 13th ed. London, UK: Pearson.
   Google Scholar
• Hockicko, P., L. Krist, and M. Nemac. 2015. “Development of Students’ Conceptual Thinking by Means of Video Analysis and Interactive Simulations at Technical Universities.” European Journal of Engineering Education 40 (2): 145–166. doi:10.1080/03043797.2014.941337.
   Web of Science ®Google Scholar
• Jewett, J. W. 2008. “Energy and the Confused Student I: Work.” The Physics Teacher 46 (1): 38–43. doi:10.1119/1.2823999.
   Google Scholar
• Kaniawati, I., N. J. Fratiwi, A. Danawan, I. Suyana, A. Samsudin, and E. Suhendi. 2019. “Analyzing Students’ Misconceptions about Newton’s Laws through Four-Tier Newtonian Test (FTNT).” Journal of Turkish Science Education 16 (1): 110–122. doi:10.12973/tused.10269a.
   Google Scholar
• Liu, G., and N. Fang. 2017. “Student Misconceptions of Energy and Work in Engineering Dynamics.” Proceedings of the ASEE-GSW Annual Conference, Dallas, TX: ASEE-GSW.
   Google Scholar
• Michael, J. 2006. “Where’s the Evidence that Active Learning Works?” Advances in Physiology Education 30 (4): 159–167. doi:10.1152/advan.00053.2006.
   PubMed Web of Science ®Google Scholar
• Ohland, M., S. Sheppard, G. Lichtenstein, O. Eris, D. Chachra, and R. Layton. 2008. “Persistence, Engagement, and Migration in Engineering Programs.” Journal of Engineering Education 97 (3): 259–278. doi:10.1002/j.2168-9830.2008.tb00978.x.
   Web of Science ®Google Scholar
• Ozkan, G., and U. U. Topsakal. 2020. “Investigating the Effectiveness of Steam Education on Students’ Conceptual Understanding of Force and Energy Topics.” Research in Science and Technological Education. published online. doi:10.1080/02635143.2020.1769586.
   Web of Science ®Google Scholar
• Prince, M. 2004. “Does Active Learning Work? A Review of the Research.” Journal of Engineering Education 93 (3): 223–231. doi:10.1002/j.2168-9830.2004.tb00809.x.
   Web of Science ®Google Scholar
• Samsudin, A., N. Fratiwi, I. Kaniawati, E. Suhendi, N. Hermita, A. Suhandi, F. Wibowo, B. Costu, J. Akbardin, and S. Supriyatman. 2017. “Alleviating Students’ Misconceptions about Newton’s First Law through Comparing PDEODE*E Tasks and POE Tasks: Which Is More Effective?” The Turkish Online Journal of Educational Technology Special Edition October 2017: 215–221.
   Google Scholar
• Singh, C. 2007. “Effect of Misconception on Transfer in Problem Solving.” AIP Conference Proceedings 951: 196–199. Greensboro, NC: American Institute of Physics. doi:10.1063/1.2820931.
   Google Scholar
• Singh, C., and D. Rosengrant. 2003. “Multiple-Choice Test of Energy and Momentum Concepts.” American Journal of Physics 71 (6): 607–617. doi:10.1119/1.1571832.
   Web of Science ®Google Scholar
• Smith, J., A. diSessa, and J. Roschelle. 1993. “Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition.” The Journal of the Learning Sciences 3 (2): 115–163. doi:10.1207/s15327809jls0302_1.
   Google Scholar
• Someren, M. W., W. F. Barnard, and J. A. C. Sandberg. 1994. The Think Aloud Method: A Practical Guide to Modelling Cognitive Processes. London, UK: Academic Press.
   Google Scholar
• Streveler, R., M. Geist, R. Ammerman, C. Sulzbach, R. Miller, B. Olds, and M. Nelson. 2006. “Identifying and Investigating Difficult Concepts in Engineering Mechanics and Electric Circuits.” Proceedings of the 2006 ASEE Annual Conference and Exposition, Washington, DC: American Society for Engineering Education.
   Google Scholar
• Streveler, R., T. Litzinger, R. Miller, and P. Steif. 2008. “Learning Conceptual Knowledge in Engineering: Overview and Future Research Directions.” Journal of Engineering Education 97 (3): 279–294. doi:10.1002/j.2168-9830.2008.tb00979.x.
   Web of Science ®Google Scholar
• Strike, K. A., and G. J. Posner. 1992. “A Revisionist Theory of Conceptual Change.” In Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice, edited by R. Duschl and R. Hamilton, 147–176. Albany, NY: SUNY.
   Google Scholar
• Syuhendri, S. 2018. “The Development of Newtonian Mechanics Conceptual Change Texts to Overcome Student’ Misconceptions.” Journal of Education and Learning 12 (3): 510–519. doi:10.11591/edulearn.v12i3.8285.
   Google Scholar
• Tanel, Z., and R. Tanel. 2010. “Determining the Misconceptions and Learning Difficulties of Undergraduate Level Students on Topics of Energy and Momentum.” Balkan Physics Letters 18: 108–117.
   Google Scholar
• Tatar, E., and M. Oktay. 2007. “Students’ Misunderstandings about the Energy Conservation Principle: A General View to Studies in Literature.” International Journal of Environmental & Science Education 2 (3): 79–81.
   Google Scholar
• Treagust, D. 1986. “Evaluating Students’ Misconceptions by Means of Diagnostic Multiple Choice Items.” Research in Science Education 16 (1): 199–207. doi:10.1007/bf02356835.
   Google Scholar
• Vosniadou, S., and C. Ioannides. 1998. “From Conceptual Development to Science Education: A Psychological Point of View.” International Journal of Science Education 20 (10): 1213–1230. doi:10.1080/0950069980201004.
   Web of Science ®Google Scholar