Understanding the Role of Confidence when Targeting Naive Conceptions of Force and Motion Using Demonstrations

Abstract

The study of conceptual change in science education, specifically in the realm of physics, is not new, however, there is still much that is not well understood. Continuing with the trend of including characteristics of the learner in models of conceptual change, this study seeks to explore the role confidence plays in helping or hindering conceptual change. Current research on this topic has provided mixed conclusions. The concept of force is foundational for understanding most areas of physics, as well as other sciences. Students often lack correct understanding of this critical concept. It is important to separate students’ lack of knowledge about the topic from misconceptions, as each likely requires different types of intervention to correct. Pairing a concept inventory with a Certainty of Response Index (CRI) is one way of separating misconceptions from incomplete knowledge (Hasan, Bagayoko, & Kelley, 1999). In this study, students paired a series of multiple-choice questions about force and motion with a CRI. After each survey, students obtained feedback about correct answers followed by a discussion or a live demonstration designed to exemplify the concept in question. The study compared knowledge scores immediately after the intervention (posttest), as well as one month after the intervention (delayed posttest), between the two types of feedback (discussion and live demonstration). The results of this study support the argument to include confidence as one of the many learner characteristics that influence conceptual change. Additionally, students who viewed a demonstration had significantly greater gains in knowledge than students who participated in the discussion at posttest; however, the differences between the groups did not persist at delayed posttest. In examining CRI gain scores from pretest to delayed posttest, students who viewed a demonstration had significantly greater gains on items relating to Newton’s Third Law than the discussion group. The results taken collectively support the need to reexamine the order of the physics curriculum, particularly as it relates to Newton’s Laws. The findings suggest that Newton’s Third Law deserves much greater focus and potentially should be taught before Newton’s Second and First Laws, however, more research needs to be done to better understand the implications of such a change.