I. IntroductionEducation in the Philippines come in varying texture froman era ofdeprivation when only the elite Filipinos can go to school to the era of freebasic education and socialized tertiary education. The latest reform resortedby the Philippine government is the decisive step of K-!" #which$$ %uotestudy&. 'entral to this reform is the belief that this may be the best format ofleap-frogging science in the country as explicit factor for national progress( ).Presence of Amotivation*nsert transitory sentence$..*nthepast" attentionwasfocusedonstudent motivationsthat identi+edfactors such as ether intrinsic or extrinsic as directly or inversely correlatedto student performance. To this e,ect" constructs were already identi+ed andstronglyestablished(" !" ). -longsidethestudies of motivationaretheobservationof students. lac/of motivationbut seldomdelvedintowhichlately becomes an emerging concern as the amotivation of learners towardslearning. -ccording to Ken 0hore" teachers can easily spot students who areamotivatedbecausetheyaretheoneswhosedemeanourtowardsschoolwor/s glares 1* don.t care23 (4). Themost comprehensivewor/of 5egault" Pelletier 67reeen-8emersonacademic amotivation identi+ed four dimensions such as ability beliefs" e,ortbeliefs" value placed on tas/" and characteristics of the tas/ (9).-ccordingly"amotivation in classroomis triggered by concoction of factors such asintellectual" social" emotional" and physical environments that impingedirectly the learners. :hen the course content is perceived to bemarginalizingorunsupportingtothem" itwill wanethelearner.sdrivetoengage with the material (;). From the webpage of Eberly Teaching 'enter of 'arnegie ?anesian- 19784 (as a!ng the #irst t descri%e the i!prtance # the 'n(ledge that students held %e#re c!ing t science classr!s.&his e"periential 'n(ledge has a pr#und e##ect n h( (hat students learn as a result # their science classr! e"periences.@d!ndsn and 1)a' 319934 includedcurrently/held 'n(ledge (hen they de#ined rte learning as Bthe ac*uisitin # ne( in#r!atin (ithut speci#ic assciatin (ith e"isting ele!ents in an indi)idualCs Physics Amotivation Page 11cnceptual structure 3i.e.- !e!ri:atin4D8 and- !eaning#ul learning as ccurring B(hen ne( in#r!atin is lin'ed (ith e"isting cncepts- and integrated int (hat the learner already understandsD 3p. 5484.&he gal # teaching science is !eaning#ul learning %ecause students are e"pected t !a'e cnnectins %et(een (hat they learn in science classr!s and (hat they already 'n(. Piaget 3)n ;lasers#eld- 1984- 19954 argued that a persn e"pects t understand each ne( e"perience in ter!s # (hat heEshe already 'n(s 3assi!ilate the e"perience4..hen a learner is una%le t assi!ilate a particular e"perience t pre)ius nes then s!e cn#usin ccurs.& reesta%lish !ental %alance a learner %rings !eaning t ne( e"periences thrugh acc!!datin.&his prcess re*uires a persn t restructure currently/held 'n(ledge r t cnstruct entirely ne( 'n(ledge3Fn ;lasers#eld- 1989a4.&hese t( prcesses are i!prtant !echanis!s in understanding learning in science. &a%le # 6ntentsStudent Alternative Conceptions:Knowledge Students ring to Class A )ariety # ter!s has %een used t descri%e the 'n(ledge (hich students %ring t science classr!s.5r e"a!ple- Balternati)e #ra!e(r'sD 30ri)er > @asley- 19784- BprecnceptinsD 3Ausu%el- 19684- B!iscnceptinsD 30ri)er- 19834- Bpersnal !dels # realityD 36ha!pagne- ;unstne > Glp#er- 1985%4- Bspntaneus 'n(ledgeD 3Pines > .est- 19864- and Bintuiti)e theriesD 32c6ls'ey- 19834 ha)e %een used.+n this reprt alternati)e cnceptin is used (hen re#erring t 'n(ledge # physics cncepts %rught t class %y the students %ecause this ter! Bcn)eys respect n the learner (h hlds thse ideasD 3.andersee- 2int:es > 1)a'- 1994- p.1784. As the i!prtance # studentsC prir r e"isting 'n(ledge %eca!e recgni:ed- 0ri)er and @asley 319784 (ere a!ng the #irst t rec!!end !re e"tensi)e researcht e"a!ine and descri%e student cnceptins.&hey argued #r research studies using inter)ie(s and classr! interactins- %ecause these !ethds (ere %etter suited t e"plring indi)idual student 'n(ledge cnstructin.0ri)er and @asley #elt teachers needed t 'n( s!ething a%ut the range # student alternati)e cnceptins %ecause # their e##ect n classr! instructin. A (ide range # studies e"plring student alternati)e cnceptins has %een !ade )er the past t( decades.A sa!ple is re)ie(ed in the #ll(ing.5r a !re e"tensi)e list # the studies that ha)e %een dne see P#undt and 0uit 31994 as cited in 0y'stra- 19964. =s%rne and ;il%ert 319804- using a techni*ue called inter)ie(s/a%ut/instances 3+A+4- e"plred understanding # force in #rty students aged se)en t nineteen.Students (ere sh(n cards depicting #a!iliar situatins and as'ed *uestins a%ut thescienti#ic cncepts represented.&heir results sh(ed ne grup # students cn#used c!!n !eanings # (rds (ith their physics !eaning8 a secnd grup did nt thin' # #rce unless !tin (as ccurring8 and a third grup )ie(ed #rce as a physical *uantity pssessed %y %,ects in !tin (hich ran ut as they stpped.+n a si!ilar study ;unstne and .atts 319854 e"a!ined cncepts # #rce and !tin in students Physics Amotivation Page 12nine t nineteen years ld.&hese authrs #und that students thught cnstant !tin re*uired a cnstant #rce perpendicular t the directin # !tin- the a!unt # !tin (as prprtinal t the applied #rce and statinary %dies had n #rces acting n the!. .atts 319824 used the +A+ techni*ue t in)estigate cnceptins # gra)ity held %y #rty secndary schl students.?e #und !any students )ie(ed gra)ity as %eing caused %y air- and that they %elie)ed (ithut air there (as n gra)ity.S!e thught gra)ity increased (ith height a%)e grund and thers thught gra)ity acted n #alling%,ects %ut nt n statinary nes.+n a related study .atts 319834in)estigated student )ie(s n energy.S!e students thught # energy as a hu!an attri%ute- (hilethers )ie(ed it as s!ething stred in %,ects that caused e)ents t happen.=ther )ie(s (ere that energy is assciated (ith acti)ity and !)e!ent- and energy (as a 'ind # #uel capa%le # ding things.Students did nt thin' # energy as cnser)ed8 rather- they sa( it as a prduct that (as released li'e s!'e.7yes and Stanisstreet 319904 assessed 1130 %ys and girls aged ele)en t si"teen a%ut their understanding # the la( # cnser)atin # energy.&hey #und that students understd la( !st #re*uently as a legal ter! rather than as a descriptin # %,ects in nature.6nser)atin (as !st #re*uently interpreted in the en)irn!ental sense # using sparingly r (isely. Hac%s 319894 (r'ed (ith #irst year physics students t e"plre their understanding # )ca%ulary used in physics.She e"a!ined studentsC understanding # (rds (hich (ere part # their e)eryday )ca%ulary %ut ha)e special !eanings in physics- such as- speed- )elcity- !ass and (eight.She #und that student c!prehensin # the physics !eanings (as (ea' and argued this lac' # understanding had i!prtant i!plicatins #r teaching physics %ecause cn#usin ccurs (hen teachers use the physics !eaning and students apply their e)eryday !eaning. Aguirre and @ric'sn 319844 inter)ie(ed t(enty grade 10 %ys and girls a%ut theircnceptins # )ectr *uantities.&heir gal (as t create a data %ase # alternati)e cnceptins held %y students.Students (ere gi)en tas's in)l)ing psitin- displace!ent and )elcity # %ats in a ri)er.&hey (ere as'ed t sl)e )arius pr%le!s- such as- h( a lcatin n a la'e is descri%ed- and h( #ast a %at tra)els ina !)ing strea!.&he authrs cncluded students intuiti)ely use s!e )ectr characteristics in their slutins8 #r e"a!ple- students 'ne( the lcatin # a #ishing spt n a la'e had t %e speci#ied %y distance and directin- and ri)er currents changed the )elcities # %ats.Aguirre 319884 inter)ie(ed thirty grade 10 students a%ut their cnceptins # )ectr 'ine!atics using la%ratry apparatus.?e presentedthree situatins during inter)ie(s / a p(er %at crssing a ri)er- a #rictinless cart !)ing acrss an inclined plane- and t( rthgnally !)ing carts.?e #und students used the grund as the pred!inant #ra!e # re#erence (hen descri%ing !tin and did nt use ther #ra!es # re#erence (hen deter!ining )elcities # the %,ects.Students )ie(ed c!pnent #rces as acting separately rather than tgether- and generally cn#used c!pnent and resultant )elcities.Aguirre pinted ut that teachers need t %e a(are # these student alternati)e cnceptins t %e a%le t design Physics Amotivation Page 13e##ecti)e instructinal strategies. &a%le # 6ntents!eneral C"aracteristics o# Students$ Alternative Conceptions &he BAlternati)e 6nceptin 2)e!entD 3A624 3;il%ert and S(i#t- 1985- p.6824 has carried ut research e"plring student alternati)e cnceptins in !st areas # science- including %ilgy- che!istry- physics- and earth science.2iller 319894 statedthat the A62 had !ade signi#icant cntri%utins t science educatin research %y helping us appreciate the c!ple"ity # the prcesses in)l)ed (hen students learn science.&he #ll(ing is a su!!ary # characteristics # alternati)e cnceptins as they appear in the literatureI. 5earners come to formal science instruction with a diverse set of alternative conceptions about most natural phenomena. These concepts are used to explain events in manners that are very di,erent from either adult or scienti+c explanations.0tudents can hold multiple views and explanations of a natural phenomenon.#'hee/" FF!H 8river 6 Qell" FCAH 7unstone" FCCH 0tepans" FFH :andersee" 7ell- 19868 ;unstne- 19888 Stepans- 19918 .andersee- 2int:es > 1)a'- 199443.+nstructinal strategies designed speci#ically t prduce cnceptual change ha)e sh(n s!e success in #acilitating cnstructin # cnceptins that !atch thse # the scienti#ic c!!unity8 h(e)er- discrepant e)ents during instructin d nt al(ays prduce the cgniti)e changes e"pected- and the alternati)e cnceptins !ay %e !aintained e)en (hen learners ans(er *uestins crrectly n tests.36hee'- 19928 Stepans- 19918 .andersee- 2int:es > 1)a'- 199444. Scienti#ic cncepts are #ten presented assu!ing that learners i!!ediately understand the!8 h(e)er- learnersC alternati)e cnceptins interact (ith thse presented during instructin in unpredicta%le (ays prducing unintended learning utc!es.36hee'- 19928 Stepans- 19918 .andersee- 2int:es > 1)a'- 199445. 6hildren can hld cntradictry cnceptins at the sa!e ti!e.=ne set can %e used t perate in science classr!s and ans(er science *uestins- (hile the ther set is used t e"plain happenings in their e"periential (rld utside the classr!.36hee'- 19928 ;unstne- 19884Physics Amotivation Page 1)6. @)en a#ter se)eral years # science instructin !any adults and science teachers hld the sa!e alternati)e cnceptins as students.3Stepans- 19918 .andersee- 2int:es > 1)a'- 199447. Alternati)e cnceptins ha)e their surce in each indi)idual studentCs c!ple" e"periential histry- including direct %ser)atin # the (rld- peer culture- and language- as (ell as- tele)isin and #r!al classr! instructin.@ach indi)idual has a uni*ue histry8 and- there#re- each hlds a set # alternati)e cnceptins that is di##erent #r! ther students.3.andersee- 2int:es > 1)a'- 19944Table of 'ontents%ncorporating Alternative Conceptions in &eac"ing Science Science educatrs ha)e de)elped learning and instructinal !dels (hich incrprate research n student alternati)e cnceptins and student cnceptual de)elp!ent.=ne general #eature # these !dels is the de)elp!ent # s!e !entalcnnectin %et(een ne( classr! e"periences and 'n(ledge already held %y learners 3see #r e"a!ple- 0ri)er- 19838 0ri)er > 7ell- 19868 Pines > .est- 19868 =s%rne > .ittrc'- 1983- 19858 and .ittrc'- 1985- 19864.S!e atte!pts that ha)e %een !ade t prduce instructinal strategies %ased n )ie(ing student learning as cnceptual de)elp!ent are descri%ed %el(. Students shuld nt %e )ie(ed as e!pty )essels r %lan' slates that can %e #illed %y lecturing a%ut science 3;il%ert- .atts and =s%rne- 19828 ;unstne and .atts- 198548 rather- they !ust %e acti)ely in)l)ed in their learning 32illar > 0ri)er- 19874.&he traditinal instructinal strategy # pr)iding de#initins # cncepts and state!ents # principles is nt su##icient #r learners t per#r! c!ple" intellectual tas's re*uired t learn in science 39ei#- 19854.&eachers shuld nt respnd t studentde!ands #r BrightD ans(ers- nr shuld they yield t the te!ptatin t atte!pt t trans!it 'n(ledge directly thrugh lectures and te"t%'s 39th- G.- 19904.Ppe and ;il%ert 319834- and @%ene:er and @ric'sn 319964 thin' that e##ecti)e teachers need s!e understanding # their studentsC cnceptins t ena%le instructin t !a'e classr! #acts ha)e persnal rele)ance t students. 0ri)er and @asley 319784 !aintain that teachers ha)e t cnsider the indi)iduality # learning.&he authrs thin' that classr! e"periences need t %e designed t cause cnceptual cn#lict- %ut that students ha)e t %e in a nn/threatening- student/centred en)irn!ent #r such cn#lict t prduce success#ul cnceptual change.Students need t interact (ith ther students and teachers t clari#y their (n ideas and e"plre alternati)e ideas thrugh techni*ues such as s!all grup discussin 30ri)er > 7ell- 19864 and student de%ates 3;il%ert- .atts > =s%rne- 19828 9th- G.- 19904.=ther c!!n #eatures # cnstructi)ist classr!s #re*uently include discrepant e)ents 31uss%au!- 19854- e"periences designed t distinguish scienti#ic cnceptins #r! e)eryday )ie(s- peer discussin and analgies 30ri)er- 1989I ;lynn- 0uit > &hiele- 19954. Hulyan and 0uc'(rth 319964 thin' students shuld articulate their ideas- test the! thrugh e"peri!entatin and cn)ersatin- and Physics Amotivation Page 1+cnsider cnnectins %et(een their li)es and cncepts %eing studied. Psner- Stri'e- ?e(sn and ;ert:g 319824 cncluded that student learning in science Bis %est )ie(ed as cnceptual change 3p.2124D and Bteaching science in)l)es pr)iding a ratinal %asis #r cnceptual change 3p.2234.D0ri)er > 7ell 319864 and ;unstne > .atts 319854 cncurred that learning in science can %e pr#ita%ly )ie(ed as cnceptual change rather than receptin # 'n(ledge #r! a teacher.G. 9th 319904 ad)cated *uestining as a !eans # e"plring student cnceptins 2illar 319894 has credited the A62 (ith !a'ing i!prtant cntri%utins t understanding learning in science8 h(e)er- he des nt accept that a cnstructi)ist )ie( # learning i!plies a single typical instructinal strategy.?e argues that all teaching strategies can lead t student learning and that regardless # the strategy restructuring # cncepts can ta'e place in the heads # learners.2illar has challenged the cnstructi)ist !)e!ent (ith creating (r'a%le applicatins that can %e used in a class # t(enty/#i)e r !re students. 0y'stra 319964 has de)elped a di##erent (ay # teaching physics t #irst year cllege students.7ased in part n an earlier (r' 30y'stra- 7yle > 2narch- 19924-0y'stra teaches classes # a%ut t(enty/#i)e physics students in a di##erent (ay than !st traditinal uni)ersity instructrs.5irst- students e"plre their cnceptins # physical *uantities- such as )elcity- #rce and acceleratin.;rups # students recrd their predictins and e"planatins a%ut the (ay %,ects (ill %eha)e in certain cnditins.Students then per#r! la%ratry acti)ities and e)aluate their data using c!puter graphing prgra!s.@"peri!ental results are c!pared (ith their predictins and discussed (ith thers in the class.6n#licts %et(een e"peri!ental results and predictins are resl)ed thrugh discussin led %y 0y'stra (h care#ully a)ids ,udging any prpsed slutin8 rather- he all(s class !e!%ers t decide n reslutin.?e reprts success (ith his techni*ue- as (ell as- s!e #rustratin a!ng students (h are used t instructrs pr)iding ans(ers directly.?e %elie)es the learning e"perienced thrugh this style # instructin is superir t that in traditinal classes and #inds a greater sense # persnal satis#actin (ith the ne( instructinal strategy. Alternati)e cnceptins research has in#luenced ther areas # science educatin.5r e"a!ple- ;il%ert and .atts 319834 ha)e prpsed that curriculu! de)elp!ent in science culd start %y re)ie(ing descriptins # alternati)e cnceptins and using the! as a #undatin #r curricula.0ri)er and 7ell 319864 argue that a spiral curriculais re*uired %ecause # the length # ti!e re*uired t achie)e cnceptual change in students.Spiral curricula re)isit cncepts and all( !re detail and c!ple"ity t %e added n each cycle.0ri)er and =ldha! 319864 argued that curricula shuld incrprate cnceptual de)elp!ent as part # the dcu!entatin.&hey %elie)e cnceptual de)elp!ent shuld %e included as an integral part # each curriculu! dcu!ent rather than re!aining e"ternal t curricula as an instructinal strategy. A #e( authrs ha)e suggested that students in science shuld %e taught !etacgniti)e 3thin'ing s'ills4 strategies t assist the! in cnstructing and recnstructing their cncepts in science.9ei# 319854 suggests that (e shuld stri)e t teach students !re generic s'ills a%ut h( t learn a ne( cncept and 'n(ledge Physics Amotivation Page 1,related t it.?e %elie)es that students culd %ene#it #r! instructin ai!ed at teaching the! a%ut thin'ing 3!etacgniti)e4 s'ills in general.Ppe and ;il%ert 319834 ta'e a slightly di##erent slant %y ad)cating that learners learn t re#lect n their (n )ie(s and Brecgni:e their rles as thery %uilders 3p.1934.D&hese authrs argue that students need t %e a(are that they cnstruct their (n theries and these theries can %e re#ined thrugh re#lectin and additinal e"periences.2illar and 0ri)er 319874 accept that pedaggy has t accunt #r the e##ect # learnersC prir 'n(ledge n learning acti)ities- %ut see pedaggy %eing designed t e!p(er peplet act !re e##ecti)ely in their daily li)es- in their in)l)e!ent (ith natural e)ents and(ith technlgical arti#acts. A 'ey participant in any science classr! is a teacher.9egardless # h( learningis )ie(ed- a teacher is an integral part # the prcess # learning in science classr!s- and is respnsi%le #r i!ple!enting instructinal strategies that #acilitate learning %y students.;unstne 319884 has argued that teachers ha)e reacted psiti)ely t alternati)e cnceptin research %ecause it %etter in#r!s teachersC (n classr! e"perience.&he results and descriptins # learners are !re cnsistent (ith teachersC practical e"perience than (ere earlier types # research.+n spite # this acceptance %y teachers- direct applicatins # research results t classr! teaching ha)e nt %een easy t achie)e nr are they pre)alent. 0ri)er 319884 suggests that instructinal strategies shuld %e de)elped using a prcess # actin research directly in)l)ing classr! teachers.&he resulting strategies culd %e tested in classr!s during their de)elp!ent.She argues that thisprcedure (uld %e a natural de)elp!ent # accepting a cnstructi)ist )ie( # student learning.+# teachers are t adpt strategies designed #r cnceptual change they !ust %e part # the research prgra!s that de)elp the! 30ri)er- 19894.0ri)er !aintains that students cannt de)elp scienti#ic cn)entins %y the!sel)es8 rather- they !ust %e cnstructed (ith assistance #r! teachers (h are part # the scienti#ic c!!unity. G. 9th 319904 pints ut that teachers ha)e t underg their (n cnceptual changes a%ut teaching and student learning i# they accept a cnstructi)ist !del # learning.9ecgni:ing cnceptual change is re*uired %y teachers- @%ene:er and @ric'sn 319964 !a'e a plea #r teachers and researchers entering int clla%rati)e teaching and research pr,ects.&hey %elie)e the !st e##ecti)e !eans # pr!ting change in classr!s is t in)l)e teachers in the design # change. &a%le # 6ntentsConstructivism in Science 'ducation &his research pr,ect and !uch literature n learning and instructin in science are %ased n a cnstructi)ist !del # learning and 'n(ing.&his adptin # cnstructi)is! as an episte!lgical %ase #r research in science educatin has ta'en place )er a nu!%er # years.As learning in science %egan t %e )ie(ed as an indi)idual student prcess # cncept de)elp!ent a need #r a di##erent )ie( # learning and 'n(ing %eca!e necessary.$earning ca!e t )ie(ed as an indi)idual prcess carried ut in each studentCs !ind.$earning (as descri%ed as indi)idual Physics Amotivation Page 1-'n(ledge cnstructin and cncept de)elp!ent.As this )ie( spread cnstructi)is! %egan t %e used in the science educatin literature t descri%e and e"plain learning. Sl!n 319944 credits B0ri)er and @asleyCs 319784 !e!ra%le articleD (ith creating the tls necessary B#r the accelerated rise # cnstructi)is! in science educatin 3p.34.D=s%rne 319964 recgni:es the sa!e paper as initiating the )ie( that success#ul learning in science depends !re n prir e"periences than n cgniti)e le)els # de)elp!ent.+n spite # this 0ri)er and @asley did nt directly ad)cate cnstructi)is! as an episte!lgical #undatin #r learning in science.2agn 319774 is #re*uently cited 3see #r e"a!ple- 6hee'- 19928 0ri)er > =ldha!- 19868 ;il%ert > S(i#t- 19858 ;unstne- 19884 as ne # the #irst t ad)cate a cnstructi)ist !del # learning t direct educatinal research.+n his )ie( PiagetCs research and pu%licatins- 6h!s'yCs research n linguistic de)elp!ent in children- and GuhnCs 319704 descriptins # paradig!s in science (ere the dri)ing #rces %ehind the shi#t t a cnstructi)ist )ie( # educatinal research and learning.?e thught these (r's sh(ed the cnstructed nature # 'n(ledge in a range # #ields. Psner- Stri'e- ?e(sn- and ;ert:g 319824 argued that n (ell articulated thery # cnceptual change yet e"ists.&hey descri%ed the prcess in learners as analgus t GuhnCs paradig! shi#t and incrprated PiagetCs prcesses # acc!!datin and assi!ilatin t e"plain h( cncepts changed.Ppe and ;il%ert 319834 traced the cnstructi)ist psitin t Gelly 31969- cited in Ppe > ;il%ert4 and cncluded that he dre( n cnstructi)ist principles (hen #r!ulating his Persnal 6nstruct Psychlgy. =s%rne and .ittrc' 319834- and Ppe and ;il%ert 319834 held the psitin that learning in science culd %est %e )ie(ed as 'n(ledge cnstructin (ith learners ha)ing an acti)e rle in the prcess.=s%rne and .ittrc' 31983- 19854 incrprated indi)idual 'n(ledge cnstructin t descri%e the generatin # lin's %et(een stred !e!ries and ne( e"periences in rder t e"plain alternati)e cnceptins %y students.0ri)er and @ric'sn 319834 argued that )ie(ing students as acti)ely cnstructing 'n(ledge (as %ased n a Bcnstructi)ist episte!lgyD3p.394- %ut !ade n re#erence t cnstructi)is! as descri%ed %y )n ;lasers#eld 31984- 1988- 19954.Stri'e and Psner 319854 descri%ed an episte!lgy si!ilar t cnstructi)is!- and 0ri)er and 7ell 319864 re#erred t a Bcnstructi)ist )ie(D # thin'ing and learningin science8 h(e)er- nne # these authrs !ade any re#erence t )n ;lasers#eldCs prli#ic (riting a%ut cnstructi)is!. 0ri)er and =ldha! 319864 cited )n ;lasers#eld directly in their descriptin # a cnstructi)ist apprach t curriculu! de)elp!ent.As (ell- )n ;lasers#eld 319844 (as cited %y 7dner 319864 in his article descri%ing a cnstructi)ist !del # 'n(ledge and its i!plicatins #r teaching.0ri)er 31988- 19894 dre( n )n ;lasers#eldCs )ie( # cnstructi)is! as a #undatin #r )ie(ing indi)idual 'n(ledge cnstructin- %ut argued that his )ie( (as nt su##icient t descri%e scial aspects # learning in science.+n a si!ilar !anner 2illar 319894 ac'n(ledged the )alue # cnstructi)is! in descri%ing indi)idual 'n(ledge cnstructin- %ut argued that cnstructi)is! (as nt a su##icient e"planatin #r the scial aspects # Physics Amotivation Page 1.'n(ledge cnstructin in the scienti#ic c!!unity..heatley 319914 dre( n Fn ;lasers#eldCs (r' (hen ad)cating the adptin # cnstructi)is! as an episte!lgical %ase #r science.?e !aintained that cnstructi)is! #ul#illed !any re*uire!ents #r understanding learning in science. 6hee' 319924 asserted that )n ;lasers#eldCs )ersin # radical cnstructi)is! shuld %e adpted as a theretical #undatin #r Science/&echnlgy/Sciety 3S&S4 educatin.7y the 1990s the cnstructi)ist learning !del (as %eing descri%ed in literature ai!ed at practising teachers 3see #r e"a!ple- Jager- 19914 and in teacher educatin te"ts 3see #r e"a!ple- &r(%ridge > 7y%ee- 19964..hen )ie(ed #r! a cnstructi)ist perspecti)e student learning acti)ity during class %ec!es )ery i!prtant t teachers.& a cnstructi)ist- student )er%ali:atins # ideas and cncepts#unctin as a (ind( nt student cnceptuali:ing- thin'ing and cncept de)elp!ent.As e##ecti)e teachers ha)e lng reali:ed student dialgue assists in understanding h( students are thin'ing a%ut particular cncepts in science r physics. 5r! a cnstructi)ist perspecti)e the #unctin # teacher instructin is )ie(ed di##erently than #r! ther !dels # learning.9ather than %eing seen as trans!itters # 'n(ledge- teachers are )ie(ed as #acilitatrs # student 'n(ledge cnstructin.)n ;lasers#eld and Ste##e 319914 rec!!end that teachers (r' t de)elp s'ills t create cnceptual !dels # indi)idual student learning t aid the! in assisting students (ith their learning.&eachers can use these cnceptual !dels in chsing instructinal strategies t pr)ide indi)idual assistance t students in their 'n(ledge cnstructin. &a%le # 6ntentsSocial Construction o# Knowledge @)en thugh 0ri)er and @asley 319784 (ere credited (ith %eginning the !)e t cnstructi)is!- they did nt see an indi)idual cnstructi)ist !del as su##icient t e"plain learning in science.7ecause science is a cnsensually agreed upn %dy # 'n(ledge- the authrs argue that students cannt independently disc)er the rules and de#initins # the scienti#ic c!!unity.0ri)er 319884 cntinued t e!phasi:e that science is pu%lic 'n(ledge that is %etter descri%ed as Bcare#ully chec'ed cnstructin 3p. 1364D than as disc)ery.$earning in science in)l)es indi)iduals %eing initiated int the (ays # seeing # the scienti#ic c!!unity 30ri)er- 19894..ithut the presence # a teacher as !e!%er # the scienti#ic c!!unity- students (uld ha)e n (ay # 'n(ing a particular )ie(pint (as shared (ith the scienti#ic c!!unity. 0ri)er- As'- $each- 2rti!er > Sctt 319944 )ie( learning science as in)l)ing a c!%inatin # persnal and scial prcesses.B+ndi)iduals !ust engage in a prcess # persnal cnstructin and !eaning !a'ing 3p.84D %e#re they can enter Bint a di##erent (ay # thin'ing a%ut and e"plaining the natural (rldD and %ec!e sciali:ed in the practices # the scienti#ic c!!unity.$earners ha)e t ac*uire rules t !anipulate the sy!%ls # science- a prcess (hich is i!pssi%le (ithut cntact (ith the c!!unity # scientists r their representati)es.6ncepts learned in science Physics Amotivation Page 1/classr!s !ust %e si!ilar t thse # the scienti#ic c!!unity- %ecause there is little )alue in students carrying a(ay ideas that are signi#icantly di##erent 32illar- 19894. 6%% 319964 argues that %th indi)idual 'n(ledge cnstructin and enculturatin ccur (hen learning a %dy # 'n(ledge lcated in a c!!unity.?e cncludes Bthat the scicultural and cnstructi)ist perspecti)es each cnstitute the %ac'grund #r the ther 3p.484.D+n a si!ilar !anner 5snt 319964 !aintains that scicultural and indi)idual cnstructi)ist prcesses are inter()en %ecause indi)iduals d nt act alne8 they are scial %eings and- as such- interact (ith thers t cnstruct !utually shared 'n(ledge and !eaning. .elch 319854 descri%ed the state # research in science educatin and !ade rec!!endatins #r #uture research prgra!s.?e cncluded in)estigatins # teacher %eha)irs had prduced )ery little in the (ay # i!pr)e!ent in classr! teaching8 h(e)er- he re!ar'ed- B+# ne thin's # the students as the pri!ary actrs inthe learning prcess instead # the teachers- then the study # apprpriate %eha)irs see!s highly desira%leD 3p.4434.?e nted the lac' # research n student %eha)irs and suggested a great deal culd %e learned %y in)estigating students (hile learning science. .elch 319854 !aintained that ne i!prtant #inding in cgniti)e psychlgy (as that learning is in#luenced %y pre)iusly/held student 'n(ledge and stated Bcgniti)eresearchers %elie)e that understanding h( children learn (ill lead t i!pr)ed instructinD 3p.4364.?e als nted that B+t is di##icult t separate student %eha)irs #r! teacher %eha)irs %ecause they #ten ccur si!ultaneuslyD 3p.4314.Seeing teaching and learning as !utually e##ecting each ther see! %)ius t practising teachers- %ut t this ti!e research atte!pted t islate the t( prcess and study the! independently. &a%le # 6ntentsPart ** - 0igni+cant Findings of the 0tudyStudent (iews on Learning and )"*sics 5r! the #irst day the participants arri)ed (ith a desire t learn a%ut physics and thrughut the pr,ect generally l'ed #r(ard t %eing in class.&hey (ere !ti)ated %y a )ariety # #actrs- including persnal interest and 'n(ing that Physics30 (as a prere*uisite #r certain career chices.At n ti!e during the study did + deli%erately ha)e t spend ti!e !ti)ating the! t engage in learning physics. &he students had s!e perceptins a%ut h( they learned and the rle that teachers had in that prcess.5r the !st part they (ere recepti)e learners at the %eginning # the study and (ere nt c!#rta%le %eing acti)ely in)l)ed in their (n learning.&hey e"pected !e t pr)ide instructin in a direct !anner- either thrugh ntes r %y directly ans(ering their *uestins.&heir e"pectatin (as that the ntes and ans(ers (uld e"plain the physics cncepts and that they (uld de)elp understanding #r! these e"planatins.+nitially they (ere unc!#rta%le (hen the instructinal strategy did nt #it their recepti)e style # learning. .hen the students %eca!e c!#rta%le (ith %eing acti)ely in)l)ed in their learning- they (ere incredi%ly acti)e.Althugh there (ere nly nine students in the Physics Amotivation Page 20class- interactins %et(een participants (ere nu!erus.6n)ersatins erupted spntaneusly a!ng students and %et(een students and teacher.&hey discussed ideas (ith each ther and penly argued a%ut interpretatins and !eanings # de#initins- cncepts and pr%le!s.&he high #re*uency # interactins a%ut physics (as a re)elatin t !e.&he participants (ere !re tal'ati)e during their atte!pts t understand physics cncepts than + had e"pected.All students (ere in)l)ed in these interactins..ithut the )idetape recrds the large nu!%er # these learning interactins (uld nt ha)e %een #ully appreciated. &he participants %elie)ed that natural a%ility (as an i!prtant #actr in their (n and thers success r lac' # success in physics.&hey %elie)ed that s!e # the! had!re a%ility than thers t d physics.=n ccasin indi)iduals assu!ed that they did nt ha)e the a%ility t use the !athe!atics (hich they %elie)ed (ere re*uired in physics..hile a range # a%ility did e"ist a!ng !e!%ers # this grup # students- they (ere nt al(ays crrect in their assess!ent # their (n a%ility r # ther indi)iduals.&heir !ain tl #r assessing a%ility (as the !ar's that they recei)ed n tests and assign!ents.&hey undu%tedly )ie(ed these !ar'sEgrades as a !easure # a%ility as (ell as an indicatin # achie)e!ent. &heir understanding # the structure # physics 'n(ledge caused the! s!e pr%le!s.&hey percei)ed that there (ere 'nac's r tric's t ding *uestins and searched #r a syste! # steps t #ll( that (uld lead the! t crrect ans(ers.&he participants (anted an all/purpse algrith! 3set # steps t #ll( in sl)ing a pr%le!4 (hich they culd use t sl)e all types # *uestins. 9ather than )ie(ing thery as underlying principle- they appeared t )ie( scienti#ic theries as algrith!s (hich culd %e used t ans(er pr%le!s.&heries (ere thught # as pr)iding understanding # phen!ena in the (rld %y ans(ering their *uestins.&his interpretatin is cnsistent (ith their reliance n e"periential 'n(ledge t understandphen!ena and (ith their lac' # de)elp!ent # cnceptual 'n(ledge. &heir use # algrith!s (as nn/discri!inatry8 that is- they pic'ed an algrith! that !atched the )aria%les in the pr%le!.&hey de!nstrated- #r e"a!ple- cnsidera%le di##iculty ans(ering *uestins in)l)ing 'inetic energy r !!entu! %ecause %th cncepts depend n !ass and )elcity.&hey l'ed #r a #r!ula that cntained !ass and )elcity and sl)ed the resulting e*uatin- rather than %asing theiranalysis # a pr%le! n underlying physics principles.Since %th 'inetic energy and!!entu! #r!ulas cntain an ! and a )- they #ten chse the incrrect #r!ula #r sl)ing a pr%le!.=nce they e!plyed an algrith! and deter!ined an ans(er- theydid nt re#lect n (hether the ans(er (as reasna%le r nt. &he participants (ere a(are # di##iculties and incnsistencies in their 'n(ledge cnstructin..hen a tpic (as presented and nt understd- they as'ed *uestins inan atte!pt t reduce r eli!inate their cn#usin.+nitially they (ere s!e(hat reticent t tal' a%ut their cn#usin8 h(e)er- as they %eca!e !re at ease- they penly discussed their cn#usin (ith !e and the ther students.5r e"a!ple- (hen learning a%ut !!entu! they 'ne( that they did nt understand the cncept in spite # ha)ing dne a la%ratry acti)ity (hich (as designed t e"plre !!entu!.Althugh achie)ing gd results n the acti)ity they 'ne( that they did nt Physics Amotivation Page 21understand !!entu!. &hey appreciated the nn/,udg!ental at!sphere # the classr!- including !y (n reactins t their struggles and the reactins # their class!ates.&here (ere )ery#e( cases # students Bputting each ther d(nD during the !nths # the study.+n re)ie(ing the tapes and transcripts n cases (ere identi#ied (here students had t %e re!inded nt t discurage each ther.&hey had tru%le descri%ing their thin'ing andpr%le! sl)ing as they learned %ut (ithut a supprti)e classr! en)irn!ent they (uld ne)er ha)e atte!pted t d s. &he participants e!plyed a )ariety # strategies t cnstruct physics cncepts %ut did nt appear t attac' 'n(ledge cnstructin in a planned r crdinated !anner8 that is- + d nt thin' they had identi#ied principles # learning that they applied t the prcess..hile ther e"a!ples ccurred the !st clearly dcu!ented case illustratingdi##erent strategies # 'n(ledge cnstructin (ere e"hi%ited during the discussin n!!entu!.5ur di##erent indi)idual atte!pts at cnstructing the cncept (ere e)ident in a t(enty !inute discussin.&he students clearly learned a%ut !!entu! di##erently- e)en thugh they had shared c!!n classr! e"periences. &a%le # 6ntentsStudents$ '+periential and Conceptual Knowledge +n this reprt e"periential 'n(ledge re#ers t 'n(ledge that students %ring t class as a result # their li#e e"periences.&his 'n(ledge includes all e"periences they ha)e had during their li)es and the thin'ing that they ha)e dne t rgani:e their 'n(ledge t help the! perate in their (rld.=n the ther hand cnceptual 'n(ledge is theretical in nature.&his 'n(ledge is #r!ed in the !ind as a result # re#lectin a%ut e"periences and generally has principles that can %e used t e"plain a nu!%er # e"periences.Science re*uires %th types # 'n(ledge- %ut the cnceptual 'n(ledge is the a%stract part # science (hich ser)es t rgani:e 'n(ledge using la(s and theries. &he participants relied n their e"periential 'n(ledge t an enr!us e"tent (henlearning physics.&hey had nt de)elped cnceptual 3theretical4 'n(ledge that (as use#ul in physics and did nt see! t understand the prcess # using cnceptual 'n(ledge t e"plain and understand natural phen!ena.Althugh they used !athe!atical #r!ulas in calculatins- they did nt understand the prcess # representatin that has %een used t create the #r!ula..hen the !athe!atics %eca!e !re c!ple"- they did nt trust a !del t pr)ide interpretatins # situatins8 #r e"a!ple- (hen as'ed t calculate the change in )elcity # a car (hich (ent arund a crner at cnstant speed- they did nt thin' that there had %een a change in the )elcity- and did nt understand (hat the calculated ans(er !eant.&he !athe!atical !del (as nt use#ul in assisting the! t understand the situatin.A secnd e"a!ple # the lac' # use # cnceptual 'n(ledge (as displayed (hen they sl)ed a #rce %ard pr%le! near the end # the pr,ect.@)en thse participants (hused )ectr !athe!atics prperly (ere una%le t state an ade*uate reasn #r using )ectr !athe!atics in their slutin.&heir chice (as deter!ined %y intuitin and pre)ius e"a!ples rather than reali:ing that )ectr !athe!atics are re*uired t Physics Amotivation Page 22represent the prperties # #rces. &he participants did nt re#lect t any e"tent n the applicatin # physics principles in their e)eryday e"perience.&hey had nt thught a%ut the actin # curling rc's r the place # nu!%ers in science until as'ed t d s during the study.+nitially + (as cncerned that !y interactin (as nt s'illed enugh t reach the li!its# their re#lectin a%ut such cncerns8 h(e)er- + n lnger thin' this t %e the case.&he li#e e"periences # the participants had nt created any need t thin' a%ut the nature # 'n(ledge r (hat it !eant t learn.;enerally the participants see!ed t %e psiti)ist in their )ie( # the (rld and %elie)ed scienti#ic la(s (ere disc)ered innature.&heir %elie# (as that physics cncepts really e"isted in nature- rather than %eing cnstructed %y hu!ans t rgani:e and understand their (rld.=n ccasin they tal'ed as i# they had a cnstructi)ist )ie( # the (rld- %ut they did nt understand the ra!i#icatins that such a )ie(pint had #r learning science and ther su%,ects. &he participants (r'ed (ell (ith la%ratry apparatus.=n se)eral ccasins they de!nstrated their a%ility t perate la%ratry e*uip!ent s'ill#ully.&hey understd(hat the e*uip!ent (as !eant t d and the !easure!ents that they (ere suppsed t !a'e during the e"peri!entatin8 h(e)er- this understanding # the peratin # la%ratry apparatus did nt appear t translate int understanding at a cnceptual le)el.&his utc!e (as disappinting %ecause a traditinal argu!ent #r the use # la%ratry acti)ities in all science classes had %een t pr)ide cncrete e"a!ples # cncepts that are %eing studied.&hese cncrete e"a!ples (ere e"pected t help students de)elp !re understanding # the cncepts in)l)ed. =n ne ccasin students (ere as'ed t li#t a hea)y %uc'et # sand using t( rpes and pulling the! at )arius angles.&his acti)ity illustrated their lac' # understanding # the prcess # !athe!atical representatin # cncepts identi#ied in e)eryday situatins.&hey (ere a%le t descri%e the relatinship %et(een the angle # the rpe and the #rce needed t li#t the %uc'et (ith cnsidera%le accuracy in a *ualitati)e !anner8 h(e)er- they !ade n head(ay in representing that relatinship using )ectr !athe!atics.&he a%ility t per#r! this di##icult representatin prcess (as ne)er de!nstrated during this acti)ity.&heir struggle (ith cnceptual 'n(ledge- its use and de)elp!ent- (as nging thrughut the study. .hen as'ed (hat cncepts (ere easiest t learn- the participants listed thse that they culd )isuali:e r identi#y in their e)eryday e"periences.&hey (ere una%le t )isuali:e cncepts (hich they cnsidered t %e di##icult t learn- and (anted !e t pr)ide Bhands/nD acti)ities and practical e"a!ples # a%stract cncepts.&hey thught that i# they culd understand h( a cncept (as used in their e"perience- thenthey (uld %e a%le t understand the cncept in physics.+n spite # this %elie# the students did nt de!nstrate )ery !uch de)elp!ent # cnceptual 'n(ledge as a result # the hands/n acti)ities. Althugh the participants at ti!es e"hi%ited s!e characteristics # !eaning#ul learning- !re e"tensi)e pr%ing # their understanding re)ealed that they had !ainly achie)ed rte learning.&he learning that ccurred as the result # the !!entu! cart la% (as a gd e"a!ple # this type # !i!icry.&he !anner is (hich they Physics Amotivation Page 23!anipulated the e*uip!ent and la% reprts su%!itted indicated they understd s!e aspects # !!entu!.&heir lac' # understanding (as identi#ied nly (hen they tried t ans(er *uestins (hich pr%ed their cnceptual de)elp!ent.&he instructinal se*uence prduced the e"pected results %ut these did nt accurately indicate the le)el # student understanding.&he assess!ent ite!s used during this acti)ity- student %ser)atin and su%!itted reprt- did nt crrelate (ell t their cnceptual understanding # !!entu!. &a%le # 6ntentsStudent Alternative Conceptions and Communication As (as e"pected the students sh(ed cn#usin )er the use # (rds (hich are used in e)eryday language %ut ha)e separate and distinct !eanings in physics.Separatin # )ectr additin and su%tractin #r! alge%raic additin and su%tractin (as di##icult #r the participants (h- at ti!es- used the alge%raic peratins (hen using )ectrs.@*ually apparent (as their cn#usin %et(een the ter!sbalanced and equal (hen using )ectr c!pnents.&hey (rte e*uatins #r relatinships %et(een c!pnents (hich indicated that they thught balanced !eant equal.&hey l'ed nly at the !agnitude # the c!pnent )ectrs and did nt cnsider the directins # the c!pnents as signi#icant. 6n#usin )er the !eaning # pairs # (rds pr)ide strng e)idence #r the necessity # clear c!!unicatin %et(een teacher and students..hile this need is al(ays assu!ed %y teachers- the apparent insigni#icance # an ite! that can cause a %rea'd(n in c!!unicatin can nt %e underesti!ated.6n#usin can arise )er see!ingly !inr pints resulting in learning %lc'ages (hich either prduce #aulty 'n(ledge cnstructin- r %lc' it altgether.&he !st i!prtant #eature dcu!ented in this research is that !any # these causes # cn#usin are nt identi#ied in the classr! as instructin ccurs.Students !ay %e a(are # s!e %lc'ages- especially thse that stp learning c!pletely- %ut are una(are # thers %ecause 'n(ledge cnstructin cntinues %ut in a (rng directin leading t s!e #r! # alternati)e cnceptin. Student trans#er # 'n(ledge a%ut )ectr !athe!atics %et(een !athe!atics classes and physics (as al!st nne"istent.1 student in this grup %rught su##icient understanding # )ectr !athe!atics t %e # practical use in physics.S!e had learned algrith!s #r additin and su%tractin # )ectrs %ut culd nt recall the! c!pletely.&hey %rught nly a prly de)elped cncept # (hat a )ectr is- and n ne ca!e (ith cnceptual understanding # (hat it !eant t add r su%tract )ectrs.&eaching the rudi!ents # )ectr !athe!atics in physics classes is li'ely t cntinue #r the #reseea%le #uture- at least until a di##erent apprach is used in teaching these cncepts in !athe!atics classes. &his in*uiry has rein#rced !y understanding # the )alue # using student *uestins and c!!ents t %uild !dels # their 'n(ledge cnstructin and cnceptual de)elp!ent.Students as' *uestins and !a'e c!!ents n the %asis # (hat they thin' they understand a%ut a cncept.&he structure # their 'n(ledge is indirectly re)ealed in the (ay that they phase their *uestins.7y using their Physics Amotivation Page 2)*uestins and as'ing thers + (as a%le t e"plre their 'n(ledge de)elp!ent.Student respnses n tests and *ui::es- and (r' at the %ard pr)ided additinal surces # data #r de)elp!ent # these !dels # student 'n(ledge cnstructin.5r teachers t de)elp such !dels # student 'n(ledge cnstructin- interactins a!ng students and teacher ha)e t ccur penly.+n a classr! (hich is highly teacher/centred- this type # !del de)elp!ent is nt pssi%le- %ecause students d nt ha)e pprtunities t tal' a%ut their de)elping cncepts (ith the teacher r eachther. &a%le # 6ntents,at"ematical -epresentation o# Concepts &he detailed analysis # student thin'ing !ade in this research cn#ir!ed that the participants did nt understand the prcess # !athe!atical representatin # physics cncepts (ell enugh t apply the prcess t ne( cncepts and situatins.7ecause #this research and !y teaching e"perience + thin' the !a,rity # secndary schl physics students d nt ha)e a #unda!ental understanding # this i!prtant prcess.Students learn t !anipulate #r!ulae that are part # the curse curricula %ut- in general- d nt understand the relatinship %et(een the #r!ulae and the cncepts (hich the )aria%les in that #r!ula represent.Students treat physics #r!ulae as alge%raic e"pressins t %e !anipulated !athe!atically rather than representatins # certain *uantities identi#ied in nature.& s!e e"tent + ha)e #stered this attitude in !y students %y pr)iding algrith!s #r pr%le! sl)ing and clues in the *uestins thelp students chse the crrect path(ay t the slutin.+n this study + atte!pted t pr)ide the participants (ith a di##erent )ie( # this relatinship %y l'ing at the place # nu!%ers and !athe!atics in science- %ut the results # the study are strng e)idence that this change (as nt enugh t create understanding # the representatinprcess. &he enhance!ent # student understanding # the prcess # !athe!atical representatin cannt %e achie)ed in grade 12 physics classes alne.Students need e"perience (ith the principles # !athe!atical representatin !uch earlier in their #r!al educatin than the last year # secndary schl.6urses in !ath and science ta'en %e#re grade 12 physics (ill ha)e t %egin t de)elp these s'ills and understanding.&he curricula # thse curses (ill ha)e t %e restructured t pr)ide students (ith pri!ary e"periences cnstructing !athe!atical representatins- rather than %ser)ing the! as secndary e"periences #r! a teacher r te"t %'.6lassr!e"periences culd %e #r!ulated s that their success#ul slutin is dependent n students de)elping !athe!atical representatin #r the cncepts under in)estigatin. 6!puter s#t(are and graphing calculatrs ha)e ptential t pr)ide si!ulatins # this prcess and t per#r! thse !athe!atical !anipulatins in (hich students tend t get %gged d(n.&he use # c!puters and the +nternet in assisting students in cnstructing physics cncepts is an area #r #urther research. Pst/secndary educatrs (uld als %ene#it #r! students (h had a %etter understanding # the prcess # !athe!atical representatin.+n pst/secndary science curses the representatin prcess is essentially the sa!e8 h(e)er- !re Physics Amotivation Page 2+c!ple" !athe!atics- such as statistics and calculus- are re*uired t represent the relatinships %et(een cncepts (ith accuracy.Students entering su%,ect areas such as%ilgy- che!istry- eclgy and ecn!ics- as (ell as- physics (uld %ene#it #r! a !re c!plete understanding # the use # !athe!atics in representatin. &a%le # 6ntents-ecogni.ing /irection as a C"aracteristic + re#lected #r s!e ti!e a%ut the studentsC ina%ility t identi#y directin as a signi#icant characteristic # certain physics cncepts %e#re gaining e)en a hint # insight.+n their li)es !st e"periences and pr%le!s did nt re*uire the a(areness # directin that is needed in physics.All participants had dri)en cars (hich (uld see!t %e an e"perience re*uiring s!e 'n(ledge # directin8 h(e)er- clser e"a!inatin re)eals that this (as nt s..hen %eginning a trip a dri)er !ust start utin a particular directin- %ut a#ter chsing the crrect rad #e( na)igatinal s'ills are re*uired t arri)e at a destinatin.Students tended t see directin as a !eans # relating psitins n the earth and nt a characteristic # certain cncepts in physics.&heir cnceptin # directin (as nt the sa!e as that # practising physicists. &he participants !e!ri:ed algrith!s t sl)e pr%le!s that in)l)ed directin and used clues in the pr%le!s t identi#y (hich algrith! t apply.&hese clues (erenr!ally present in the *uestins as part # the (ritten descriptin.@ducatrs ha)e assu!ed that success#ul pr%le! sl)ing # this nature (uld lead t the de)elp!ent# understanding as e"perience (as gained.=)er the years this apprach appeared t %e an e##ecti)e (ay t teach students %ecause they success#ully ans(ered pr%le!s.&his research study has helped t sh( that this instructinal apprach did nt prduce the depth # understanding (hich (as traditinally thught t ha)e %een created. &his lac' # identi#ying the i!prtance # directin in physics cncepts adds t the ina%ility # students t understand applicatins # )ectr !athe!atics in physics..ithut identi#ying directin as a #unda!ental characteristic # certain *uantities students cannt %e e"pected t see any reasn t use )ectr !athe!atics in sl)ing pr%le!s8 and- )ectr !athe!atics (ill !a'e little sense t the! until they are a%le tunderstand (hy directin !ust %e part # s!e !athe!atical representatins.&he participants did nt %ene#it a great deal #r! separate instructin a%ut )ectr !athe!atics in ge!etry/trign!etry classes as (as sh(n %y their unani!us surprise that )ectr !athe!atics culd %e used t represent anything in physics.1ne# the students in this research had de)elped su##icient understanding # )ectr !athe!atics in their !athe!atics classes t %e a%le t !a'e use # that 'n(ledge in ur physics class. +n a sense the cn#usin is the result # studentsC alternati)e cnceptins # directin.Students ha)e a cnceptin # directin in their )ca%ulary and use this !eaning in the physics en)irn!ent.&heir !eaning is %ased !re n using directin t descri%e the lcatin # s!e %,ect r destinatin (ith respect t s!e #i"ed pint.5r e"a!ple- a car is lcated t the le#t # the dr(ay- r 6anada is nrth # the Anited States.&hey d nt understand the cncept in the !anner that is re*uired Physics Amotivation Page 2,#r success in physics in that they d nt assciate cncepts such #rce and )elcity (ith ha)ing directin..ithut a !re apprpriate c!prehensin # directin as physicists use it- grade 12 physics students (ill cntinue t struggle (ith the use # )ectr !athe!atics.6nceptual de)elp!ent strategies- as descri%ed earlier- !ay prduce s!e # the recnstructin re*uired #r success#ul pr%le! sl)ing in)l)ing directin- %ut !re study and research are re*uired %e#re a practical classr! slutin can %e de)elped. &a%le # 6ntentsAppl*ing (ector ,at"ematics in )"*sics &he students did nt understand the prcess # !athe!atical representatin t any great e"tent- nr did they understand that directin is a #unda!ental characteristic # !any physics cncepts.&hese t( #actrs c!%ined t !a'e the use # )ectr !athe!atics e)en !re di##icult #r the participants and !st grade 12 physics students.&he participants lac'ed a perceptin # any need #r )ectrs r )ectr !athe!atics.&hey did nt ha)e a sense # (hy they had %een taught a%ut )ectrs in ther curses nr culd they descri%e any practical applicatins (hen (e tal'ed a%ut )ectrs early in the study.S!e (ere a%le t per#r! additin and su%tractin using algrith!s %ut they did nt e"hi%it understanding # the !athe!atical principles in)l)ed in these prcesses.&his de#iciency (as illustrated (hen they dre( )ectr diagra!s t help (ith adding and su%tracting )ectrs as part # sl)ing pr%le!s.2st students did nt )ie( these diagra!s as aids (hich sh(ed a resultant )ectr8 rather- they sa( the diagra!s as separate pr%le!s (hich !ade the pr%le!s !re c!plicated. &he research results sh( that the di##iculties e"perienced %y students learning t apply )ectr !athe!atics are )ery c!ple".&hree ele!ents # the struggle ha)e %eendescri%ed- !athe!atical representatin- alternati)e cnceptins # directin- and nt understanding the #unctin # )ectr !athe!atics.A si!ple slutin t this pr%le! des nt e"ist %ecause # the c!ple"ity # the learning prcesses that ha)e t %e achie)ed %y students.&he three ele!ents !ust %e dealt (ith tgether and success#ul reslutin can nt %e achie)ed in ne #i)e/!nth se!ester in grade 12 physics.Slutins t student di##iculties in applying )ectr !athe!atics in physics ha)e ra!i#icatins #r science and !athe!atics curses at earlier grade le)els.Students !ust %e assisted n three #rntsI #irst t understand the representatin prcess8 secnd-t de)elp a di##erent cnceptin # directin8 third- t de)elp an understanding # the purpse # representing certain cncepts (ith )ectrs.9eslutin (ill ta'e cnsidera%le ti!e and inn)atin t create instructinal strategies and e"periences t acc!plish these gals. + ha)e discussed the three ele!ents separately %ut any slutin (ill ha)e t incrprate their interdependent nature..hile the cncerns descri%ed are #unda!entally cgniti)e in nature- they !ust %e addressed in curricula t s!e e"tent %ecause curricula largely deter!ine (hat is taught in science classr!s.9eslutin (ill ha)e t start !uch earlier in science and !athe!atics educatin.@le!entary and !iddle years science teachers (ill ha)e t %egin t pr)ide e"periences that de)elp Physics Amotivation Page 2-student understanding # these ideas and relatinships.Students need pprtunities ttest their (n 'n(ledge in real/li#e e"periences and then t recnstruct it in light # the!.2st science teachers d nt ha)e the arsenal # instructinal strategies and e"perience necessary t create these e"periences #r students %ecause the type # instructin that + a! ad)cating had nt %een used t any e"tent in science educatin. &his result (ill als ha)e ra!i#icatins #r teacher educatin prgra!s. &a%le # 6ntentsPart *** - 'onsiderations and Eecommendations-bstract concepts" such as momentum" energy and entropy" are currently a part of the Physics 4? curriculum and are li/ely to remainso.The nature of these concepts cannot be changed" but instructioncan be modi+ed to assist students in achieving something closer to meaningful learning instead of simply memorizing formulae and de+nitions.8i,erent instructional strategies can be developed to facilitate student construction of conceptual /nowledge.5earning about this group of concepts will never be a simple matter" but students are li/ely to develop better understanding if they learn more about the structure of physics /nowledge and the process of mathematical representation than is currently expected in secondary school curricula. 0econdary physics curriculum guides usually describe student learning in terms of outcomes or ob=ectives" but do not provide guidance to teachers in promoting student conceptual development.Physics and other science curricula are not designed to have students explore the relationship between science concepts and mathematics" or the process of mathematical modeling.0cience and mathematics courses are developed with little attempt to coordinate contentJtopics in mutual support.0ome mathematics courses may be re%uired as prere%uisites of physics courses" but students can not be assumed to understand the process of mathematical representation used in science as a result of those mathematics courses. Dne ob=ective of physics curricula is to have students understand the nature of science /nowledge and the processes of scienceJphysics #0as/atchewan Education" FF!&.To achieve this goal student learning should be meaningful and new /nowledge should be connected to what the learner already /nows.This research indicates that reducing the amount of content in physics curricula" ma/ing content more relevant and meaningful for students" and increasing connections between mathematics and physics would be constructive changes in assisting students to Physics Amotivation Page 2.achieve meaningful learning within secondary school physics. Table of 'ontentsAmount o# Content in Secondar* Sc"ool )"*sics &hrughut !y teaching career and this research pr,ect + ha)e %een a(are that students did nt de)elp the depth # understanding # physics cncepts #r (hich + (as ai!ing.7ecause # pressure t c)er the cntent in the grade 12 physics curriculu!- additinal ti!e (as nt spent helping students de)elp a cnceptual 'n(ledge %ase t in#r! their e"periential 'n(ledge.+ ha)e #und it i!pssi%le t help students de)elp cnceptual physics 'n(ledge in the ti!e alltted8 h(e)er- thelength # ti!e spent n a gi)en cncept is nt the nly issue.Alternati)e teaching strategies and learning e"periences !ust %e de)elped t increase learning success.Asing the sa!e instructinal strategy #r a lnger perid t ti!e (ill nt increase student 'n(ledge de)elp!ent..hen curricula are designed (ith c)erage # cncepts as a !a,r dri)ing #rce- the pressure t !)e n t the ne"t tpic r unit d!inates teacher decisin !a'ing.Antil a change in curriculu! #cus is !ade- the pressure t Bc)er the curseD can nt %e ignred %y teachers.;d pedaggy shulddirect teachers t ensure an ade*uate le)el # student understanding %e#re !)ing nt a ne( cncept r unit8 h(e)er- gd pedaggy is rarely the dri)ing #rce in these decisins %ecause # the )er(hel!ing pressure t c)er the cntent. +# students can ans(er pr%le!s and Bd the !ath-D then they are assu!ed t understand the #unctin # !athe!atics and !athe!atical representatin in physics.&his research has illustrated the inaccuracy # that assu!ptin.&hese participants didnt de!nstrate understanding # the prcess # !athe!atical representatin e)en (hen instructin (as designed t enhance it.$ittle ti!e is alltted t e"a!ine this relatinship in !st physics- science and !athe!atics curses..ithut !a'ing the cnnectins %et(een physics cncepts and #unda!ental prcesses # physics- studentscan nt achie)e ade*uate understanding.1e( curricula in physics ha)e t reduce the nu!%er # physics cncepts e"plred and all( students !re ti!e t de)elp understanding # the prcesses and relatinships in physics.+# changes are !ade nlyin grade 12 physics- then success is unli'ely. & ensure %etter e"plratin # the !athe!aticsEscience relatinship changes t the curricula # ther science and !athe!atics curses ta'en prir t Physics 30 are re*uired.2st student 'n(ledge # the place # !athe!atics in science and physics (as %tained in the curses ta'en pre)iusly.6hanges in teaching science and !athe!atics in earlier grades culd pr)ide the %ac'grund #r applicatin # !athe!atical !dels necessary t physics.&he rush t !)e n and c)er the cntent in physics !ight %e alle)iated i# understanding # the prcesses (as learned earlier in studentsC #r!al educatin. &a%le # 6ntents%ncreasing t"e -elevanc* o# )"*sics to Students &he a%stract nature # !any physics cncepts creates cnsidera%le learning di##iculty #r !st students.& !aster the cncepts in Physics 30 students ha)e t e"pend cnsidera%le e##rt in cnstructing ne( 'n(ledge- recnstructing their currently/held 'n(ledge- and !a'ing cnnectins %et(een the t(.&his research Physics Amotivation Page 2/sh(ed that students cnsistently had cnsidera%le di##iculty !a'ing such cnnectinsn their (n.7ecause # studentsC ina%ility t !a'e cgniti)e cnnectins instructinal strategies need t %e designed (ith the ai! # assisting students in cnnecting ne(ly ac*uired cncepts t their currently/held 'n(ledge. .ithut students achie)ing understanding # physics principles and cncepts there is little ratinale #r students ta'ing grade 12 physics.5r !st students little cntent appears t %e re!e!%ered #r !re than a #e( (ee's r- at !st- a #e( !nths.?a)ing students understand a #e( principles deeply and seeing cnnectins t their li#e e"periences is a !re sund pedaggical psitin than c)ering a large a!unt # cntent %ut 'n(ing that the students (ill re!e!%er little in the #uture and (ill %e una%le t apply these principles any(here %ut in the physics classr!.Secndary schl physics teachers shuld shi#t the #cus # instructin a(ay #r! c)ering the curriculu! t helping students de)elp a !re c!plete understanding # a #e( cncepts and an a%ility t apply the! t phen!ena in their li)es utside the classr!.&he current e!phasis n !)ing thrugh a series # cncepts (ithut assuring understanding shuld n lnger %e accepta%le teaching practice.& s!e e"tent all secndary schl science classes su##er #r! the sa!e cncern and all culd%ene#it #r! a si!ilar shi#t in e!phasis. .hen !athe!atical #r!ulas are intrduced early in classr! e"periences- the participants treated #r!ulas as alge%raic pr%le!s and lst sight # the physics cncepts.@)idence # this (ea'ness (as displayed (hen the three students discussing the !!entu! e"a! indicated they ne)er thught a%ut the ans(ers nce the calculatins (ere c!plete.&hey sh(ed n indicatin # understanding the principles underlying the pr%le!- rather they si!ply #ll(ed an algrith! t arri)e at a slutin. .hen intrducing a ne( cncept instructin shuld #irst e"plre studentsC current understanding # the cncept and then identi#y the cncepts in natural phen!ena in a*ualitati)e !anner.2uch less e!phasis shuld %e placed n !athe!atical #r!ulas than has traditinally %een dne.@"periences shuld %e pr)ided #r students t assist the! in identi#ying a cncept in nature and deter!ining ther cncepts that are related t it in cause/and/e##ect relatinships.5r e"a!ple- (hen e"plring acceleration students culd initially e"a!ine their (n cnceptins # acceleratin ac*uired during their li)es- especially their e"perience dri)ing cars.7y #irst e"a!ining their (n cnceptins students (uld %ec!e !re a(are # their current understanding # acceleratin.6lassr! e"periences (uld then %e created t de!nstrate the li!itatins and incnsistencies # their cnceptin and t guide the! t recnstructing their cnceptin t resl)e their dile!!a.?elping students identi#y situatins (here their 'n(ledge #ails t prduce understanding !ay create an i!petus #r restructuring their cnceptins t !atch !re clsely thse # the physics c!!unity. A#ter students had a sense # their (n cnceptin and had c!pared it (ith the scienti#ic )ie( # the sa!e cnceptin- they (uld e"plre )aria%les (hich cause changes in the cncept8 in the case # acceleratin- mass and force.&his initial e"plratin # cause and e##ect relatinships (uld %e *ualitati)e in nature rather than Physics Amotivation Page 30using !athe!atical representatins.Students (uld gain thrugh e"perience and discussin an understanding that acceleratin increases as #rce increases- and decreases as !ass increases..hen students understd the *ualitati)e relatinship %et(een the cncepts- they (uld deter!ine a !eans # representing the *ualitati)e relatinship using !athe!atics.A pssi%le )ehicle #r this stage culd %e la%ratry pr%le!s (hich re*uire nu!erical accuracy #r satis#actry slutin.+# used at all- physics #r!ulae (uld %e the end pint # cncept de)elp!ent rather than the starting pint.&he traditinal use # #r!ulae in secndary schl physics culd %e eli!inated altgether %ecause this research strngly indicates #r!ulae act as part # an algrith! and can %e !anipulated crrectly (ithut understanding the relatinshipsrepresented. &he ideas e"pressed here re*uire #ield de)elp!ent in classr!s and (uld e)l)e(ith teacher and student e"perience.Students (uld ha)e t learn t perate (ithin this apprach t instructin.+# these strategies (ere intrduced in earlier grade le)els-then- %y Physics 30- students !ay ha)e learned t )ie( learning in physics as cncept de)elp!ent rather than !e!ri:atin # #acts. =n di##erent ccasins in the research- students de!nstrated their ina%ility t recgni:e reasna%le ans(ers t pr%le!s.&his lac' can %e interpreted as a !ani#estatin # students nt understanding relatinships %et(een cncepts in a *ualitati)e !anner.& esti!ate ans(ers t pr%le!s students need t understand the #unda!ental relatinships %et(een )aria%les %e#re they can decide i# an ans(er is reasna%le.@sti!atin s'ills need nt %e de)elped in physics alne- rather they shuld %e part # instructin thrughut secndary !athe!atics and science curses- as (ell as- ele!entary !ath and science curses. 0iscussins and pr#essinal de)elp!ent %et(een science and !athe!atics teachers culd prduce results i# they #cussed n interrelating tpics c!!n t %thcurricula.Ptential %ene#its e"ist #r %th su%,ect areas.5irst- students culd identi#ye"plicit cnnectins %et(een su%,ect !atter in the t( areas.&hese cnnectins (uld !a'e s!e !athe!atics cncepts !re rele)ant %y pr)iding practical applicatins #r see!ingly a%stract principles.Secnd- such discussins culd %ene#it%th !athe!atics teachers and physics teachers %ecause they culd c!pare instructinal appraches and re#er directly t each thersC su%,ect in their (n classes. &hey (uld de)elp an understanding # h( )arius tpics had %een taught and (hich cncepts (ere !st i!prtant in each thersC classes.$astly- they culd discuss instructinal pr%le!s- and perhaps pr)ide !utual supprt #r each thersC teaching. S!e tpics identi#ied %y this research (hich (uld %ene#it #r! !utual discussininclude directin cn)entins #r )ectrs- )ectr c!pnents and pr%le!/sl)ing applicatins # !athe!atics.+# directin cn)entins and )ectr c!pnents (ere used in the sa!e !anner in %th su%,ect areas- then students (uld nt ha)e t per#r! the !ental gy!nastics currently necessary t apply cncepts #r! ne su%,ectarea in anther.& s!e e"tent pr%le! sl)ing s'ills !ight carry )er #r! ne class t anther %ene#iting %th students and teachers. At a !re radical le)el a di##erent ptin #r curricula de)elp!ent culd %e Physics Amotivation Page 31e"plred.&he %arriers e"isting %et(een su%,ect areas are arti#icially created and are present #r cn)enience rather than ut # necessity.6nsideratin shuld %e gi)en teli!inating the %arriers created %y su%,ect areas.Science and !athe!atics culd %e taught as a single su%,ect.=ther %arriers are n less arti#icial.Science su%,ect areas such as- %ilgy- che!istry and physics culd %e re!)ed lea)ing an integrated study # science and !athe!atics. + ha)e little du%t that such a radical change (uld nt %e readily accepted %y !any teachers and ad!inistratrs %ut s!e radical change is %)iusly needed i# (e are stri)ing #r !eaning#ul learning in science students. &a%le # 6ntents%mplications and -ecommendations #or %nstructional Strategies &he chice # instructinal strategy depends n a nu!%er # #actrs- including teacher pre#erences- the cncept r principle %eing de)elped- classr! #acilities- a)aila%le resurces and the grup # students %eing taught.Althugh nt designed t c!pare instructinal strategies- this research sh(ed that s!e chices #acilitate student learning %etter than thers..hile n single instructinal strategy shuld %e cnsidered as a panacea #r learning di##iculties- the s!all grup instructin used in the study appeared t ha)e se)eral ad)antages. &he participants unani!usly agreed that this type # s!all grup instructin (as %ene#icial t their learning.A!ng reasns stated (ere that the s!all grup pr)ided an at!sphere (here they (ere less cncerned a%ut persnal e!%arrass!ent- and each #elt that he r she had su##icient pprtunity t e"press his r her pinins and cncerns.&hey (ere !re acti)e in the discussins- and (ere generally !re attenti)e t class acti)ities.+ ha)e tried t create a si!ilar nn/threatening en)irn!ent in !y regular classes %ut in a large classr! (ith t(enty/#i)e t thirty students- it is !uch !re di##icult t all( all persns as !uch ti!e as they (uld ha)e in a s!all grup t cntri%ute their ideas t general discussins.+n particular girls ha)e %een sh(n t %ene#it #r! s!all grups and less c!petiti)e classr! en)irn!ents than ccur in !st regular science classr!s8 h(e)er- + ha)e n du%t that all participants appreciated (r'ing in ur s!aller grup.+ d thin' that the girls and s!e %ys (uld ha)e %een at !re # a disad)antage in a larger classr!. &a%le # 6ntents0sing /iscussion as an %nstructional Strateg* &hrughut the pr,ect !uch # the instructin (as rchestrated thrugh student/teacher and student/student discussins.Althugh this strategy appeared t %e *uite ti!e cnsu!ing- se)eral %,ecti)es (as acc!plished during these interactins.5irst-cn)ersatins (ith students assisted !e in de)elping a !ental !del r i!age # h( each student (as cnstructing his r her 'n(ledge # physics cncepts.&hese !dels pr)ided a %ac'grund against (hich t #r!ulate indi)iduali:ed respnses #r each studentCs in*uiries.+dentically (rded *uestins #r! t( students culd re*uire di##erent respnses i# the i!age # their cncept de)elp!ent (as di##erent.Secnd- students %ene#ited %y listening t and ta'ing part in these interactins- %ecause they (ere a%le t e"perience part # each thersC struggle t learn.Strnger Physics Amotivation Page 32students (ere #re*uently percei)ed t %e naturally talented in physics leading thers t%elie)e that a strng student did nt ha)e t (r' thrugh his r her (n cn#usin t achie)e understanding.6lassr! discussins helped t !a'e #re*uent !ental struggle see! t %e a natural part # learning.&hird- e)eryne heard all student *uestins and in*uiries- and (as in)l)ed in the reslutin # each.Student/student dialgue cntri%uted t indi)idual learning %ecause si!ilar cnceptual di##iculties (ere e"perienced %y !re than ne student.At ti!es a participant (h had already (r'ed thrugh s!e di##iculty in learning (as a%le t identi#y the surce # anthers cn#usin and help t dissl)e it. &he apparent ti!e/cnsu!ing nature # participant discussins !ay %e percei)ed asa disad)antage.6nsidera%le care had t %e e"ercised t ensure that each student had an pprtunity t !a'e his r her cntri%utin t each discussin.=n ccasins (henprgress (as agni:ingly sl(- + (as te!pted t ans(er *uestins and relie)e cncerns %y pr)iding BcrrectD ans(ers.+n spite # pressure t c!plete the curriculu! + resisted the te!ptatin as !uch as pssi%le %ecause n !st ccasins trans!itting crrect ans(ers did nt prduce the !eaning#ul learning #r (hich + (as ai!ing.5r classr! discussins t %e success#ul e"tended ti!e (as re*uired %ecause students needed t re#lect at length a%ut the issue %eing discussed.&hey hadt recnstruct their 'n(ledge and this prcess culd nt %e rushed..hile + (as a%le t cataly:e their restructuring prcess %y pr)iding e"periences t help the! t understand- each student had t per#r! the restructuring indi)idually. &a%le # 6ntents1uestioning and /iscussion S2ills 3 Learned )rocesses &he research recrd sh(ed that !st students t' s!e ti!e t de)elp the s'ills necessary t %ec!e #ully in)l)ed in classr! discussins.&hey had t gain e"perience (ith !y style # *uestining and interacti)e discussin. &ranscripts #r! the earlier classes sh(ed that the participants (ere initially *uite passi)e and that they did nt e"pect t participate s acti)ely in their (n learning.&hey needed ti!e and e"perience t gain a sense # the )alue # %eing persnally in)l)ed %e#re they readily cntri%uted t the discussins.+nitially- (ait ti!es (ere lng and student respnses (ere )ery %rie#.+ had t e"ercise cnsidera%le patience (hile (aiting #r ans(ers and re#rain #r! ans(ering *uestins r !)ing n t ther students t reduce tensin.=nly (hen the participants reali:ed that + (as nt ging t pr)ide ans(ers directly did they change their apprach t this style # interacti)e instructin. 0uring the #irst #e( days students (ere nt at ease- and neither (as +.&hey (ere nt used t ha)ing s !uch respnsi%ility #r their (n learning. &a%le # 6ntents%mplications #or Students Learning Students are respnsi%le #r their (n learning and !ust e"pend intellectual e##rt t engage learning acti)ities 30ri)er > 7ell- 19868 =s%rne > .ittrc'- 19854.1)a' 319854 agreed the respnsi%ility #r learning can nt %e shared and !ust %e cnsciusly pursued %y students.&his )ie( that students are respnsi%le #r their (nlearning see!s easily de#ended- yet the e"perience in the #irst (ee' r t( # the Physics Amotivation Page 33study (ith the participants strngly indicated they (ere used t passi)ely recei)ing 'n(ledge #r! %'s and teachers- and that they had assu!ed al!st n respnsi%ility #r their (n learning. .hen as'ed t descri%e h( they learned a%ut physics cncepts r sl)ed pr%le!s the participants struggled t e"plain (hat they (ere ding r thin'ing.&heyhad nt thught t any e"tent a%ut h( they learned nr their (n place in the prcess.&his situatin (as nt changed as !uch as hped during the study %ecause they did nt ha)e su##icient ti!e t learn thin'ing strategies r de)elp an understanding # learning- especially cnsidering the lac' # such #cus )er their pastt(el)e years # #r!al educatin. 2etacgniti)e prcesses can %e as si!ple as a(areness # techni*ues that assist !e!ry- r as c!ple" as the a(areness # neCs 'n(ledge and !di#ying its structure r cntent 3;agn .atts- 19858 9th- 19954.Students need t understand and cntrl their !e!ry t increase their success at learning c!ple" cncepts in science.&his research supprts the psitin that students (uld %ene#it #r! understanding !re a%ut h( they learn and h( !etacgniti)e strategies can help the! recnstruct their physics cncepts. &hese strategies re*uire ti!e t de)elp and shuld %e intrduced early in their educatin.Students need t learn that they are acti)ely learning and that teachers can nt trans!it 'n(ledge t the! directly.@ach student cnstructs the cncepts indi)idually in the scial en)irn!ent # the classr!.&eachers can assist thrugh their instructin in cncept de)elp!ent %y pr)iding rele)ant e"periences #r students8 h(e)er- each student is #unda!entally respnsi%le #r his r her (n 'n(ledge cnstructin.Students need t 'n( as early as pssi%le that they are respnsi%le #r (hat they learn.&he apprpriate grade le)el (here intrductin # !etacgniti)e strategies shuld %e !ade is an area #r #urther research- %ut it is li'ely students culd %e success#ully intrduced t such strategies and %egin t ta'e respnsi%ility #r their learning at a !uch earlier age than secndary schl. &a%le # 6ntentsQibliographyAguirre- H. 319884. Student precnceptins a%ut )ectr 'ine!atics.&he Physics &eacher- 26- 212/216.Aguirre- H.- > @ric'sn- ;. 319844.StudentsC cnceptins a%ut the )ectr characteristics # three physics cncepts.Hurnal # 9esearch in Science &eaching- 21- 439/457.Ausu%el- 0. P.319684.@ducatinal psychlgyI A cgniti)e )ie(.1e( Jr'I ?lt- 9inehart and .instn.Physics Amotivation Page 3)Ausu%el- 0. P.- 1)a'- H. 0.- > ?anesian- ?. 319784.@ducatinal psychlgyI A cgniti)e )ie(. 32nd @ditin4. 1e( Jr'I ?lt- 9inehart and .instn.7dner- ;. 2. 319864.6nstructi)is!I A thery # 'n(ledge.Hurnal # 6he!ical @ducatin- 63- 873/878.7yes- @. > Stanisstreet- 2. 319904.2isunderstandings # Kla(C and Kcnser)atinCIA study # pupilsC !eanings #r these ter!s. Schl Science 9e)ie(- 72- 51/57.7runer- H. S. 319614.&he act # disc)ery.?ar)ard @ducatinal 9e)ie(- 31- 21/32.6arr- 2.- 7ar'er- 2.- 7ell- 7.- 7iddulph- 5.- Hnes- A.- Gir'(d- F.- Pearsn- H.- > Sy!ingtn- 0. 319944.&he cnstructi)ist paradig! and s!e i!plicatins #r sciencecntent and pedaggy.+n P. 5ensha!- 9. ;unstne > 9. .hite 3@ds.4&he cntent #science 3pp. 147/1604.$ndnI&he 5al!er Press- pp. 147/160.6ha!pagne- A.- ;unstne- 9. 5.- > Glp#er- $. @. 31985a4.+nstructinal cnse*uences # studentsC 'n(ledge a%ut physical phen!ena.+n $. .est > A. Pines 3@ds.46gniti)e structure and cnceptual change 3pp. 61/904.=rland- 5$8 Acade!ic Press.6ha!pagne- A.- ;unstne- 9. 5.- > Glp#er- $. @. 31985%4.@##ecting changes in cgniti)e structures a!ng physics students.+n $. .est > A. Pines 3@ds.46gniti)e structure and cnceptual change 3pp. 163/1874.=rland- 5$8 Acade!ic Press.6hee'- 0. .. 319924.&hin'ing cnstructi)ely a%ut science- technlgy- and sciety educatin.1e( Jr'I State Ani)ersity # 1e( Jr' Press.6hi- 2. &. ?- 5elt)ich- P. H.- > ;laser- 9. 319814.6ategri:atin and representatin # physics 'n(ledge %y e"perts and n)ices. 6gniti)e Science- 5- 121/152.6%%- P. 319944..here is the !indL6nstructi)ist and scicultural perspecti)es n!athe!atical de)elp!ent.@ducatinal 9esearcher- 23- 13/20.6%%- P. 319964..here is the !indLA crdinatin # scicultural and cgniti)e cnstructi)ist perspecti)es.+n 6.&. 5snt 3@d.46nstructi)is!I &hery- perspecti)es and practice- 3pp. 34/5241e( Jr'I &eachers 6llege Press.0ri)er- 9. 319834.&he pupil as scientist.PhiladelphiaI =pen Ani)ersity Press.0ri)er- 9. 319884.&hery int practice ++.+n P. 5ensha! 3@d.4- 0e)elp!ent and dile!!as in science educatin 3pp. 133/1494.$ndnI5al!er Press.0ri)er- 9. 319894.StudentsC cnceptins and the learning # science.+nternatinal Hurnal # Science @ducatin- 11- 481/490.Physics Amotivation Page 3+0ri)er- 9. > 7ell- 7. 319864.StudentsC thin'ing and the learning # scienceIA cnstructi)ist )ie(.Schl Science 9e)ie(- 67- 443/456.0ri)er- 9.- > @asley- H. 319784.Pupils and paradig!sI A re)ie( # literature related tcncept de)elp!ent in adlescent science students.Studies in Science @ducatin- 5- 61/84.0ri)er- 9.- > @ric'sn- ;. 319834.&heries/in/actinI S!e theretical and e!piricalissues in the study # studentsC cnceptual #ra!e(r's in science.Studies in Science @ducatin- 10- 37/60.0ri)er- 9.- > =ldha!- F. 319864. A cnstructi)ist apprach t curriculu! de)elp!ent in science.Studies in Science @ducatin- 13- 105/122.0ri)er- 9.- As'- ?.- $each- H.- 2rti!er- @.- > Sctt- P. 319944.6nstructing scienti#ic 'n(ledge in the classr!.@ducatinal 9esearcher. 23374- 5/12.0uit- 9. 319914. StudentsC cnceptual #ra!e(r'sI6nse*uences #r learning science. +n S. 2. ;lynn- 9. ?. Jeany > 7. G. 7rittn 3@ds.4. &he psychlgy # learning 3pp. 65/854.?illsdale- 1HI $a(rence @rl%au! Assciates Pu%lishers.0y'stra- 0. +. 319964.&eaching intrductry physics t cllege students.+n 6. &. 5snt 3@d.4.6nstructi)is!I &hery- perspecti)es and practice 3pp. 182/2044.1e( Jr'I&eachers 6llege Press.0y'stra- 0. +.- 7yle- 6. 5.- > 2narch- +. 319924.Studying cnceptual change in learning physics.Science @ducatin- 76- 615/652.@%ene:er- H.- > @ric'sn- ;. 319964.6he!istry studentsC cnceptins # slu%ilityIAphen!engraphy.Science @ducatin- 80- 181/201.@d!ndsn- G. 2. > 1)a'- H. 0. 319934.&he interplay # scienti#ic episte!lgical)ie(s- learning strategies and attitudes # cllege students.Hurnal # 9esearch in Science &eaching- 30- 547/559.@ric'sn- ;. 319794.6hildrenCs cnceptin # heat and te!perature.Science @ducatin- 63- 221/230.@ric'sn- ;. 319804.6hildrenCs )ie(pints # heatI A secnd l'.Science @ducatin- 64- 323/336.5snt- 6. &. 319964.6nstructi)is!IA psychlgical thery # learning.+n 6.&. 5snt 3@d.4 6nstructi)is!I &hery- perspecti)es and practice- 3pp. 8/3341e( Jr'I&eachers 6llege Press.;agn 6!pany.Physics Amotivation Page 3,;agn .atts- 0. 2. 319834.6ncepts- !iscnceptins and alternati)e cnceptinsI6hanging perspecti)es in science educatin.Studies in Science @ducatin- 10- 61 / 98.;il%ert- H. G.- .atts- 0. 2.- > =s%rne- 9. H. 319824.StudentsC cnceptins # ideas in !echanics.Physics @ducatin- 17- 62/66;lynn- S. 2.- 0uit- 0.- > &hiele- 9. 7. 319954.&eaching science (ith analgiesIA strategy #r cnstructing 'n(ledge.+n S. 2. ;lynn > 9. 0uit 3@ds.4- $earning science in schlsI 9esearch re#r!ing practice 3pp.247/2734.2ah(ah- 1e( HerseyI$a(rence @rl%au! Assciates- Pu%lishers.;unstne- 9. 319884.$earners in science educatin.+n P. 5ensha! 3@d.4- 0e)elp!ent and dile!!as in science educatin 3pp. 73/954.$ndnI5al!er Press.;unstne- 9.- > .atts- 2. 319854.5rce and !tin.+n 9. 0ri)er- @. ;uesne > A. &i%erghien 3@ds.4- 6hildrenCs ideas in science 3pp. 85/1044. PhiladelphiaI =pen Ani)ersity Press.;unstne- 9.- > .hite- 9. 319804.A !atter # gra)ity.9esearch in Science @ducatin- 10- 35/44.;unstne- 9.- > .hite- 9. 319814.Anderstanding # gra)ity.Science @ducatin- 65- 291/299.Hac%s- ;. 319894..rd usage !iscnceptins a!ng #irst/year uni)ersity physics students.+nternatinal Hurnal # Science @ducatin-11- 395 / 399.Hulyan- 6.- > 0uc'(rth- @. 319964.A cnstructi)ist perspecti)e n teaching and learning science.+n 6. &. 5snt 3@d.4. 6nstructi)is!I &hery- perspecti)es and practice 3pp. 55/724.1e( Jr'I&eachers 6llege Press.Guhn- &. 319704. &he structure # scienti#ic re)lutins. 6hicagI Ani)ersity # 6hicag Press.2agn- H. A. 319774.6nstructi)ist appraches in educatinal research.9e)ie( # @ducatinal 9esearch- 47- 651/693.2c6ls'ey- 2. 319834.+ntuiti)e physics.Scienti#ic A!erican- 248344- 122/130.Physics Amotivation Page 3-2illar- 9. 319894. 6nstructi)e criticis!s.+nternatinal Hurnal # Science @ducatin- 11- 587/596.2illar- 9.- > 0ri)er- 9. 319874.7eynd prcesses.Studies in Science @ducatin- 14- 33/62.1)a'- H. 0. 319854.2etalearning and !eta'n(ledge strategies t help students learn h( t learn.+n $. ?. &. .est > A. $. Pines 3@ds.4 6gniti)e structure and cnceptual change 3pp. 189/2094.1e( Jr'I Acade!ic Press- +nc.1)a'- H. 0. 319884.$earning science and the science # learning.Studies in Science@ducatin- 15- 77/101.1)a'- H. 0.- > ;(in- 0. 7. 319844.$earning h( t learn.6a!%ridge- 2AI 6a!%ridge Ani)ersity Press.1uss%au!- H. 319854. &he particulate nature # !atter in the gaseus phase.+n 9. 0ri)er- @. ;uesne > A. &i%erghien 3@ds.4 6hildrenCs ideas in science- 3pp.124/1444.PhiladelphiaI =pen Ani)ersity Press.=s%rne- H. 5. 319964.7eynd cnstructi)is!.Science @ducatin- 80- 53/82.=s%rne- 9.- > ;il%ert- H. 319804A techni*ue #r e"plring studentsC )ie(s # the (rld.Physics @ducatin- 15- 376 / 379.=s%rne- 9. H.- > .ittrc'- 2. 6. 319834.$earning scienceIA generati)e prcess.Science @ducatin- 67- 489 / 508.=s%rne- 9.- > .ittrc'- 2. 319854.&he generati)e learning !del and its i!plicatins #r science educatin.Studies in Science @ducatin- 12- 59 /87.Pines- A. $.- > .est- $. 319864.6nceptual understanding and science learningI An interpretatin # research (ithin a surces/#/'n(ledge #ra!e(r'.Science @ducatin- 70- 583/604.Ppe- 2.- > ;il%ert- H. 319834.Persnal e"perience and the cnstructin # 'n(ledge in science.Science @ducatin- 67324- 193/203.Psner- ;. H.- Stri'e- G. A.- ?e(sn- P. ..- > ;ert:g- .. A. 319824.Acc!!datin# a scienti#ic cnceptinI&(ard a thery # cnceptual change.Science @ducatin- 66- 211/227.9ie#- 5. 319854.Ac*uiring an e##ecti)e understanding # scienti#ic cncepts.+n $. .est > A. Pines 3@ds.46gniti)e structure and cnceptual change 3pp. 133/1514.=rland- 5$8 Acade!ic Press.Physics Amotivation Page 3.9th- G. H. 319904.0e)elping !eaning#ul cnceptual understanding in science.+n 7. 5. Hnes > $. +dl 3@ds.4- 0i!ensins # thin'ing and cgniti)e instructin 3pp. 139/1754.?illsdale- 1HI $a(rence @rl%au! Assciates- Pu%lishers.9th- ./2. 319934.6nstructin sitesIScience la%s and classr!s.+n G. &%in 3@d.4 &he practice # cnstructi)is! in science educatin 3pp. 145/1704.?illsdale- 1HI $a(rence @rl%au! Assciates- Pu%lishers.9th- ./2. 319954.Authentic schl scienceI Gn(ing and learning in pen/in*uiryscience la%ratries.0rdrecht- &he 1etherlandsI Glu(er Acade!ic Pu%lishers.Sas'atche(an @ducatin. 319924.ScienceI A curriculu! guide #r the secndary le)elPhysics 20E30.9eginaI Sas'atche(an @ducatin.Sl!n- H. 319844.Alternati)e )ie(s # energy.Physics @ducatin- 19- 56.Sl!n- H. 319944.&he rise and #all # cnstructi)is!.Studies in Science @ducatin- 23- 1/19.Stepans- H. 319914. 0e)elp!ental patterns in studentsC understanding # physics cncepts.+n S. 2. ;lynn- 9. ?. Jeany > 7. G. 7rittn 3@ds.4- &he psychlgy # learning science 3pp. 89/1154.?illsdale- 1HI $a(rence @rl%au! Assciates Pu%lishers.Stri'e- G. > Psner- ;. 319854.A cnceptual change )ie( # learning and understanding.+n $. .est > A. Pines 3@ds.46gniti)e structure and cnceptual change 3pp. 211/2314.=rland- 5$8 Acade!ic Press.&r(%ridge- $. .. > 7y%ee. 9. .. 319964.&eaching secndary schl science. 36th ed.4 @ngle(d 6li##s- 1HI Prentice/?all +nc.)n ;lasers#eld- @.319844.An intrductin t radical cnstructi)is!. +n P. .at:la(ic' 3@d.4.&he in)ented reality 3pp. 17/404.1e( Jr'I .. .. 1rtn and 6!pany.)n ;lasers#eld- @.319854.9ecnstructing the cncept # 'n(ledge.Archi)es de Psychlgie- 53- 91/101.)n ;lasers#eld- @. 31988a4. &he cnstructin # 'n(ledgeI 6ntri%utin t cnceptual se!antics. Salinas- 65I +ntersyste!s Pu%licatins.)n ;lasers#eld- @. 31988%4. &he reluctance t change a (ay # thin'ing. &he +rish Hurnal # Psychlgy- 9- 83/90.)n ;lasers#eld- @.31989a4.6gnitin- cnstructin # 'n(ledge and teaching.@9+6 0cu!ent @0294754.Physics Amotivation Page 3/)n ;lasers#eld- @. > Ste##e- $. P. 319914. 6nceptual !dels in educatinal research and practice.Hurnal # @ducatinal &hught- 25- 91/103.)n ;lasers#eld- @. 319954.9adical cnstructi)is!I A (ay # 'n(ing and learning.$ndnI &he 5al!er Press..andersee- H. ?.- 2int:es- H. H.- > 1)a'- H. 0. 319944.9esearch n alternati)e cnceptins in science.+n 0. $. ;a%el 3@d.4 ?and%' # research n science teaching and learning- 3pp. 177/2104.1e( Jr'I 2ac2illan Pu%lishing 6..atts- 0. 2. 319824.;ra)ity / dnCt ta'e it #r grantedMPhysics @ducatin- 17- 116/121..atts- 0. 2. 319834.S!e alternati)e )ie(s # energy.Physics @ducatin- 18- 213/216..elch- .. .. 319854.9esearch in science educatinI9e)ie( and rec!!endatins.Science @ducatin- 69- 421/448..heatley- ;. ?. 319914. 6nstructi)ist perspecti)e n science and !athe!atics learning. Science @ducatin- 75- 9/21..ittrc'- 2. 6. 319854.$earning science %y generating ne( cnceptins #r! ld ideas.+n $. ?. &. .est > A.$. Pines 3@ds.46gniti)e structure and cnceptual change 3pp. 259/2664.=rland- 5$I Acade!ic Press..ittrc'- 2. 6. 319864.StudentsC thught prcesses.+n 2. 6. .ittrc' 3@d.4?and%' # research n teaching 33rd editin4 3pp. 297/3144.1e( Jr'I2ac!illan Pu%lishing 6.Jager- 9. @. 319914.&he cnstructi)ist learning !delI&(ards real re#r! in scienceeducatin.&he Science &eacher- Septe!%er- 52/57.Physics Amotivation Page )0