Abstract
The main goal of this study was to integrate gender and group effect into bridging strategy in order to assess the effect of bridging analogy-based instruction on sophomore students’ misconceptions in Newton’s Third Law. Specifically, the authors developed and benefited from anchoring analogy diagnostic test to merge the effect of group and gender into the strategy. Newton’s third law misconception test, attitude scale toward Newton’s third law, and classroom observation checklists were the other measuring tools utilized throughout this quasi-experimental study. The researchers also developed or used several teaching/learning materials such as gender and group splitted concept diagrams, lesson plans, gender splitted frequency tables, make sense scales, PowerPoint slides, flash cards, and demonstrations. The convenience sample of the study chosen from the accessible population involved 308 students from two public universities. The results of multivariate analysis of covariance indicated that the bridging strategy had a significant effect on students’ misconceptions in Newton’s third law whereas it had no significant effect on students’ attitudes toward Newton’s third law.
Similar content being viewed by others
References
Appleton K (1997) Teaching science: exploring the issues. Central Queensland University Press, Rockhampton
Asoko HM, Driver RH, Scott PH (1991) Research in physics learning: theoretical issues and empirical studies. In: Proceedings of an international workshop, IPN 131, ISBN 3-89088-062-2
Bao L, Hogg K, Zollman D (2002) Model analysis of fine structures of student models: an example with Newton’s third law. Am J Phys 70(7):766–778
Brown DE (1987) Using analogies and examples to help students overcome misconceptions in physics: a comparison of two teaching strategies. Dissertation Abstracts International, 49-03, 473A
Brown DE (1989) Students’ concept of force: the importance of understanding Newton’s third law. Phys Educ 24:353–358
Brown DE (1992) Using examples and analogies to remediate misconceptions in physics: factors influencing conceptual change. J Res Sci Teach 29(1):17–34
Brown DE, Clement J (1989) Overcoming misconceptions via analogical reasoning: abstract transfer versus explanatory model construction. Instr Sci 18(4):237–261
Bryce T, MacMillan K (2005) Encouraging conceptual change: the use of bridging analogies in the teaching of action–reaction forces and the ‘at rest’ condition in physics. Int J Sci Educ 27(6):737–763
Camp CW, Clement J (1994) Preconceptions in mechanics: lessons dealing with students’ conceptual difficulties. Kendall/Hunt Publishing Company, Iowa
Cataloglu E (2002) Development and validation of an achievement test in introductory quantum mechanics: the quantum mechanics visualization instrument. Retrieved 5 April 2008 from http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-145/thesis.pdf
Clement J (1982) Students’ preconceptions in introductory mechanics. Am J Phys 50(1):66–71
Clement J (1993) Using bridging analogies and anchoring intuitions to deal with students’ preconceptions in physics. J Res Sci Teach 30(10):1241–1257
Clement J, Brown DE, Zietsman A (1989) Not all preconceptions are misconceptions: finding ‘anchoring conceptions’ for grounding instruction on students’ intuitions. Int J Sci Educ 11(5):554–565
Dagher ZR (1995) Analysis of analogies used by science teachers. J Res Sci Teach 32(3):259–270
Duit R (1991) On the role of analogies and metaphors in learning science. Sci Educ 75(6):649–672
Dykstra JR, Dewey I (1992) Studying conceptual change in learning physics. Sci Educ 76(6):615–652
Gardner PL (1995) Measure attitudes to science: unidimensionality and internal consistence revisited. Res Sci Educ 25:283–289
George R (2000) Measuring change in students’ attitudes toward science over time: an application of talent variable growth modeling. J Sci Educ Technol 9:213–225
Gilbert JK, Watts DM, Osborne RJ (1982) Students’ conceptions of ideas in mechanics. Phys Educ 17:62–66
Glynn SM (1991) Explaining science concepts: a teaching-with-analogies model. In: Glynn SM, Yeany RH, Britton BK (eds) The psychology of learning science. Erlbaum, Hillsdale, pp 219–240
Gunstone RF, White RT (1989) Metalearning and conceptual change. Int J Sci Educ 11:577–586
Hake RR (1998) Interactive-engagement versus traditional methods: a six-thousand-student survey of mechanics test data for introductory physics courses. Am J Phys 66(1):64–74
Halloun IA, Hestenes D (1985a) The initial knowledge state of college physics students. Am J Phys 53(11):1043–1048
Halloun IA, Hestenes D (1985b) Common sense concepts about motion. Am J Phys 53(11):1056–1065
Hestenes D, Wells M, Swackhamer G (1992) Force concept inventory. Phys Teach 30:141–158
Heywood D (2002) The place of analogies in science education. Camb J Educ 32(2):233–247
Kolodner JL (1997) Educational implications of analogy: a view from case-based reasoning. Am Psychol 52:35–44
Krogh LB, Thomsen PV (2005) Studying students’ attitudes towards science from a cultural perspective but with a quantitative methodology: border crossing into the physics classroom. Int J Sci Educ 27(3):281–302
Limon M (2001) On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal. Learn Instr 11(5):357–380
Maloney DP (1984) Rule-governed approaches to physics—Newton’s third law. Phys Educ 19:37–42
Mason L (1994) Cognitive and metacognitive aspects in conceptual change by analogy. Instr Sci 22:157–187
Montanero M, Suero MI, Perez AL, Pardo PJ (2002) Implicit theories of static interactions between two bodies. Phys Educ 37(4):318–323
Novak JD, Gowin DB (1984) Learning how to learn. Cambridge University Press, Cambridge
Posner GJ, Strike KA, Hewson PW, Gertzog WA (1982) Accommodation of a scientific conception: toward a theory of conceptual change. Sci Educ 66(2):211–227
Ramsden JM (1998) Mission impossible? Can anything be done about attitudes to science? Int J Sci Educ 20(2):125–137
Savinainen A, Scott P, Viiri J (2005) Using a bridging representation and social interactions to foster conceptual change: designing and evaluating an instructional sequence for Newton’s third law’. Sci Educ 89(2):175–195
Smith JP, diSessa AA, Roschelle J (1994) Misconceptions reconceived: a constructivist analysis of knowledge in transition. J Learn Sci 3(2):115–163
Spiro RJ, Feltovich PJ, Coulson RL, Anderson DK (1989) Multiple analogies for complex concepts: antidotes for analogy-induced misconception in advanced knowledge acquisition. In: Vosniadou S, Ortony A (eds) Similarity and analogical reasoning. Cambridge University Press, Cambridge, pp 498–531
Sutton CR (1980) The learner’s prior knowledge: a critical review of techniques for probing its organization. Eur J Sci Educ 2:107–120
Suzuki H (1994) The centrality of analogy in knowledge acquisition in instructional contexts. Hum Dev 37:207–219
Treagust DF, Harrison AG, Venville G (1998) Teaching science effectively with analogies: an approach for pre-service and in-service teacher education. J Sci Teach Educ 9(1):85–101
Weinburgh M (1995) Gender differences in student attitudes toward science: a meta-analysis of the literature from 1970–1991. J Res Sci Teach 32:387–398
Wong ED (1993) Self-generated analogies as a tool for constructing and evaluating phenomena. J Res Sci Teach 30(4):367–380
Wood D, Bruner JS, Ross G (1976) The role of tutoring in problem solving. J Child Psychol Psychiatry 17:89–100
Yılmaz S (2007) Finding anchoring analogies to help students’ misconceptions in physics. Unpublished PhD Thesis, Middle East Technical University, Ankara
Yılmaz S, Eryılmaz A, Geban Ö (2006) Assessing the impact of bridging analogies in mechanics. Sch Sci Math 106(6):220–230
Zeitoun HH (1984) Teaching scientific analogies: a proposed model. Res Sci Technol Educ 2:107–125
Zietsman A, Clement J (1997) The role of extreme case reasoning in instruction for conceptual change. J Learn Sci 6(1):61–89
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Yılmaz, S., Eryılmaz, A. Integrating Gender and Group Differences into Bridging Strategy. J Sci Educ Technol 19, 341–355 (2010). https://doi.org/10.1007/s10956-010-9204-0
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10956-010-9204-0