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- W2059974173 abstract "Abstract The purpose of this research was to examine the effects of constructivist instruction on children's conceptualization of force as compared to instruction based on text and demonstration, and to further identify children's reasoning patterns across levels of conceptualization. The sample consisted of 67 third-graders from four classrooms in two elementary schools in a southeastern state. The experimental group interacted with activities, which are closely bound to the development of the concept of force. The control group learned the same subject matter through lectures and demonstrations designed by the class teacher. Both groups were pre-tested and post-tested on a task instrument. Informal classroom observations were conducted to ensure that the teachers were implementing the treatment as expected. The data were analyzed using descriptive statistics and qualitative research procedures. A chi-square test of independent samples was employed to test the significance of the change. Results showed that constructivist instruction on children's conceptualization of force was more effective than lecture and demonstration method. The chi-square value of change 9.66 (df = 2) was statistically significant (p < .01). Patterns of reasoning related to force were identified in levels of conceptualization." @default.
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- W2059974173 date "2000-12-01" @default.
- W2059974173 modified "2023-09-24" @default.
- W2059974173 title "Children's Conceptualization of Force: Experimenting and Problem Solving" @default.
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- W2059974173 doi "https://doi.org/10.1080/02568540009594778" @default.
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