Výuka fyziky a rozvoj myšlení

Dewey I. Dykstra, Jr.

doi:10.14712/18047106.50

Vol. 2 No. 2 (2011): sciED Surveys

Physics Teaching and the Development of Reasoning

Dewey I. Dykstra, Jr.,

DOI: https://doi.org/10.14712/18047106.50

PDF

How to Cite

Dykstra, Jr., D. I. (2013). Physics Teaching and the Development of Reasoning. Scientia in Educatione, 2(2), 59-75. https://doi.org/10.14712/18047106.50

Download Citation

Abstract

Piaget’s theory of cognitive equilibration and research methods sparked the current era in physics education research in the U. S. and other countries. Some of the history of the early development of the physics education research community is described. Essential features of the theory of cognitive equilibration are explained. Piaget and colleagues summarize some 60 years of data collection on children’s reasoning as a series of stages in the development of reasoning. A pedagogy based on the theory of cognitive equilibration and Glasersfeld’s radical constructivism is described. Evidence that people do not make use of formal operations in their reasoning even though college educated is raised as a challenge to the effective function of democratic societies. If it is known how to influence more students to develop further in their reasoning abilities, should this not be an important effort in our educational systems? Should we graduate students from schools and colleges who show no evidence of formal-operational reasoning?

References

ADEY, P., SHAYER, M. Really raising standards: cognitive intervention and academic achievement. London : Routledge, 1994. Search in Google Scholar
ARONS, A. B., KARPLUS, R. Implications of accumulating data on levels of intellectual development, American Journal of Physics, 44 (4) 1976, p. 396. Search in Google Scholar
CHAPMAN, M. Constructive Evolution. Cambridge, UK : Cambridge University Press, 1988. Search in Google Scholar
COLETTA, V. P., PHILLIPS, J. A. Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability, American Journal of Physics, 73(12) 2005, p. 1 172–1 182. Search in Google Scholar
DUCKWORTH, E., NICHOLS, B. The elementary science study branch of educational services incorporated, Journal of Research in Science Teaching, 2 (3) 1964, p. 241–243. Search in Google Scholar
DYKSTRA, D. I., Jr. Against Realist Instruction: Superficial Success Masking Catastrophic Failure and an Alternative, Constructivist Foundations, 1 (1) 2005, p. 49–60. Search in Google Scholar
DYKSTRA, D. I., Jr. Force Unit, In Powerful Ideas in Physical Science — a model course, AAPT : College Park, MD, 2002. Search in Google Scholar
DYKSTRA, D. I., Jr. Motion Unit, In Powerful Ideas in Physical Science — a model course, AAPT : College Park, MD, 2002. Search in Google Scholar
DYKSTRA, D. I., Jr. Electricity Unit, In Powerful Ideas in Physical Science — a model course, AAPT : College Park, MD, 1995. Search in Google Scholar
FEUERSTEIN, R. Instrumental Enrichment: An intervention program for cognitive modifiability. New York, NY : Scott Foresman & Co, 1985. Search in Google Scholar
FULLER, R. G., CAMPBELL, T. C., DYKSTRA, D. I., STEVENS, S. College Teaching and the Development of Reasoning. Charlotte, NC : Information Age Publishers, 2009. Search in Google Scholar
FULLER, R. G. ADAPT Program — Accent on Developing Abstract Processes of Thought, 1975 URL: http://digitalcommons.unl.edu/adapt/, last accessed: 10 May 2010. Search in Google Scholar
GARDNER, H. The unschooled mind: how children think and how schools should teach. New York, NY : Basic Books, 1991. Search in Google Scholar
GLASERSFELD, E. V. Radical Constructivism. New York, NY : Falmer Press, 1995. Search in Google Scholar
GOLDBERG, F., MCDERMOTT, L. Investigation of student understanding of real image formation by a converging lens or concave mirror, American Journal of Physics, 55 (2) 1987, p. 108–199. Search in Google Scholar
HESTENES, D., WELLS, M., SWACKHAMER, G. Force Concept Inventory. The Physics Teacher, 30, 1992, p. 141–158. Search in Google Scholar
KARPLUS, R. The Science Curriculum Improvement Study, Journal of Research in Science Teaching. 2 (4) 1964, p. 293–303. Search in Google Scholar
LAWSON, A. E. Hofstein and Mandler’s use and interpretation of the Lawson test of formal reasoning, Journal of Research in Science Teaching, 24 (7) 1987, p. 683–686. Search in Google Scholar
LIVERMORE, A. H. The Process Approach of the AAAS Commission on Science Education, Journal of Research in Science Teaching, 2 (4) 1964, p. 271–282. Search in Google Scholar
LORENC¸O, O., MACHADO, A. In Defense of Piaget’s Theory: A Reply to 10 Common Criticisms, Psychological Review, 103 (1), 1996, p. 143–164. Search in Google Scholar
MCKINNON, J. W., RENNER, J. W. Are colleges concerned with intellectual development?, American Journal of Physics, 39 (9), 1971, p. 1 047–1 052. Search in Google Scholar
PIAGET, J. The Equilibration of Cognitive Structures: The Central Problem of Intellectual Development. Chicago : University of Chicago Press, 1985. Search in Google Scholar
PIAGET, J. Problems of Equilibration, Piaget and Inhelder on Equilibration, C. F. Nodine, J. M. Gallagher, and R. H. Humphreys (eds), Philadelphia : The Jean Piaget Society, 1972, p. 1–20. Search in Google Scholar
PIAGET, J. Part I: Cognitive development in children: Piaget development and learning, Journal of Research in Science Teaching, 2 (3), 1964, p. 176–186. Search in Google Scholar
THORNTON, R. K., SOKOLOFF, D. R. Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula, American Journal of Physics, 66 (4), Search in Google Scholar
, p. 338–352. Search in Google Scholar

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of the published work (See The Effect of Open Access).

[1] ADEY, P., SHAYER, M. Really raising standards: cognitive intervention and academic achievement. London : Routledge, 1994. Search in Google Scholar

[2] ARONS, A. B., KARPLUS, R. Implications of accumulating data on levels of intellectual development, American Journal of Physics, 44 (4) 1976, p. 396. Search in Google Scholar

[3] CHAPMAN, M. Constructive Evolution. Cambridge, UK : Cambridge University Press, 1988. Search in Google Scholar

[4] COLETTA, V. P., PHILLIPS, J. A. Interpreting FCI scores: Normalized gain, preinstruction scores, and scientific reasoning ability, American Journal of Physics, 73(12) 2005, p. 1 172–1 182. Search in Google Scholar

[5] DUCKWORTH, E., NICHOLS, B. The elementary science study branch of educational services incorporated, Journal of Research in Science Teaching, 2 (3) 1964, p. 241–243. Search in Google Scholar

[6] DYKSTRA, D. I., Jr. Against Realist Instruction: Superficial Success Masking Catastrophic Failure and an Alternative, Constructivist Foundations, 1 (1) 2005, p. 49–60. Search in Google Scholar

[7] DYKSTRA, D. I., Jr. Force Unit, In Powerful Ideas in Physical Science — a model course, AAPT : College Park, MD, 2002. Search in Google Scholar

[8] DYKSTRA, D. I., Jr. Motion Unit, In Powerful Ideas in Physical Science — a model course, AAPT : College Park, MD, 2002. Search in Google Scholar

[9] DYKSTRA, D. I., Jr. Electricity Unit, In Powerful Ideas in Physical Science — a model course, AAPT : College Park, MD, 1995. Search in Google Scholar

[10] FEUERSTEIN, R. Instrumental Enrichment: An intervention program for cognitive modifiability. New York, NY : Scott Foresman & Co, 1985. Search in Google Scholar

[11] FULLER, R. G., CAMPBELL, T. C., DYKSTRA, D. I., STEVENS, S. College Teaching and the Development of Reasoning. Charlotte, NC : Information Age Publishers, 2009. Search in Google Scholar

[12] FULLER, R. G. ADAPT Program — Accent on Developing Abstract Processes of Thought, 1975 URL: http://digitalcommons.unl.edu/adapt/, last accessed: 10 May 2010. Search in Google Scholar

[13] GARDNER, H. The unschooled mind: how children think and how schools should teach. New York, NY : Basic Books, 1991. Search in Google Scholar

[14] GLASERSFELD, E. V. Radical Constructivism. New York, NY : Falmer Press, 1995. Search in Google Scholar

[15] GOLDBERG, F., MCDERMOTT, L. Investigation of student understanding of real image formation by a converging lens or concave mirror, American Journal of Physics, 55 (2) 1987, p. 108–199. Search in Google Scholar

[16] HESTENES, D., WELLS, M., SWACKHAMER, G. Force Concept Inventory. The Physics Teacher, 30, 1992, p. 141–158. Search in Google Scholar

[17] KARPLUS, R. The Science Curriculum Improvement Study, Journal of Research in Science Teaching. 2 (4) 1964, p. 293–303. Search in Google Scholar

[18] LAWSON, A. E. Hofstein and Mandler’s use and interpretation of the Lawson test of formal reasoning, Journal of Research in Science Teaching, 24 (7) 1987, p. 683–686. Search in Google Scholar

[19] LIVERMORE, A. H. The Process Approach of the AAAS Commission on Science Education, Journal of Research in Science Teaching, 2 (4) 1964, p. 271–282. Search in Google Scholar

[20] LORENC¸O, O., MACHADO, A. In Defense of Piaget’s Theory: A Reply to 10 Common Criticisms, Psychological Review, 103 (1), 1996, p. 143–164. Search in Google Scholar

[21] MCKINNON, J. W., RENNER, J. W. Are colleges concerned with intellectual development?, American Journal of Physics, 39 (9), 1971, p. 1 047–1 052. Search in Google Scholar

[22] PIAGET, J. The Equilibration of Cognitive Structures: The Central Problem of Intellectual Development. Chicago : University of Chicago Press, 1985. Search in Google Scholar

[23] PIAGET, J. Problems of Equilibration, Piaget and Inhelder on Equilibration, C. F. Nodine, J. M. Gallagher, and R. H. Humphreys (eds), Philadelphia : The Jean Piaget Society, 1972, p. 1–20. Search in Google Scholar

[24] PIAGET, J. Part I: Cognitive development in children: Piaget development and learning, Journal of Research in Science Teaching, 2 (3), 1964, p. 176–186. Search in Google Scholar

[25] THORNTON, R. K., SOKOLOFF, D. R. Assessing student learning of Newton’s laws: The Force and Motion Conceptual Evaluation and the Evaluation of Active Learning Laboratory and Lecture Curricula, American Journal of Physics, 66 (4), Search in Google Scholar

[26] , p. 338–352. Search in Google Scholar

Scientia in educatione

Physics Teaching and the Development of Reasoning

How to Cite

Abstract

References

Downloads

License