The Types of Explanation about Different Experimental Data with Students' Preconceptions on Physical Experiment

물리실험에서 선개념과 불일치한 실험 데이터에 대한 학생들의 해석 유형

  • Byun, Young-Chan (Pusan National University, Daedeok Girls' High School) ;
  • Kim, Ji-Na (Pusan National University, Daedeok Girls' High School)
  • 변영찬 (부산대학교, 대덕여자고등학교) ;
  • 김지나 (부산대학교, 대덕여자고등학교)
  • Published : 2007.08.30


The purpose of this study was to examine the types of explanation about different experimental data on students' preconceptions on physical experiment. 45 students were selected from P University by examining their pre-test. The subjects had a scientific conception about a simple pendulum's period of movement, and expected that there was no change in the movement even when the mass of water increased in the can. The students were presented data about pendulum movement inside a can. They recorded this in a blank table and drew a graph about the movement of the pendulum. The responses of students were tested by presenting written anomalous experimental data. Students' recognition, trust about the anomalous data, cognitive conflict, belief change about their preconceptions were examined with written tests also. To measure students' cognitive conflict levels, CCLT (Cognitive Conflict Levels Test) developed in a previous study was used. Some students responded based on preconceptions and regarded the data as manufactured data or experimental error. The students who recognized the anomaly in the situation showed higher cognitive conflict levels than those who didn't recognize the anomaly in the situation. The students who changed their beliefs about preconceptions recognized the data as anomalous situations and showed high cognitive conflict levels than those who didn't abandon their preconceptions. The students who have unchanged beliefs about their preconceptions regarded the data as experimental error.


anomalous data;anomalous situation;cognitive conflict;types of responses;types of explanation


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