A Slippery Slope: Resolving Cognitive Conflict in Mechanics

Autor/in	Foster, Colin
Titel	A Slippery Slope: Resolving Cognitive Conflict in Mechanics
Quelle	In: Teaching Mathematics and Its Applications: An International Journal of the IMA, 30 (2011) 4, S.216-221 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-3679
DOI	10.1093/teamat/hrr015
Schlagwörter	Constructivism (Learning); Conflict; Introductory Courses; Prediction; Mechanics (Physics); Mathematics; Mathematics Instruction; Mathematics Education; Predictor Variables + Suchen Sie Ihr Suchwort? Konflikt; Einführungskurs; Vorhersage; Mechanik; Mathematik; Mathematics lessons; Mathematikunterricht; Mathematische Bildung; Prädiktor
Abstract	This article considers the role of socio-cognitive conflict in addressing students' mechanics preconceptions. A discussion problem was posed to sixth-form students taking an introductory mechanics unit. The problem involved a child choosing either to slide down a smooth slide or to jump off the top. Students were invited to predict which route would be quicker. Their experience suggested that jumping would be faster, but they struggled to use their knowledge of mechanics to explain why sliding (in the absence of friction) would be slower. The resolution of the cognitive conflict between their reasoning about the physical situation and their everyday experience led to a better understanding of resolved forces and how they affect acceleration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10