The role of contextual sensitivity in the conceptualization of force

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" The role of contextual sensitivity in the conceptualization of force "
Gokhan Ozdemir D. Clark

Document Type	:	Latin Dissertation
Language of Document	:	English
Record Number	:	53634
Doc. No	:	TL23588
Call number	:	‭3220328‬
Main Entry	:	Gokhan Ozdemir
Title & Author	:	The role of contextual sensitivity in the conceptualization of force\ Gokhan Ozdemir
College	:	Arizona State University
Date	:	2006
Degree	:	Ph.D.
student score	:	2006
Page No	:	232
Abstract	:	This study focuses on students' knowledge structure coherence in the domain of force. In particular, the study attempts to resolve the conflicting results obtained by Ioannides and Vosniadou's study and diSessa, Gillespie, and Esterly's study regarding students' explanations about force at four different age levels. Ioannides and Vosniadou's study in Greece supported a theory-like perspective on students' knowledge structure coherence. diSessa et al.'s quasireplication in the United States resulted in conflicting results supporting a more fragmented elemental perspective. The authors of these studies suggested that differences in coding schemes or cultural/linguistic contexts may be at the heart of the conflicting results. The current study investigated coherency and fragmentation of students' knowledge structures by replicating the data collection of the earlier studies with a third population in a different cultural and linguistic context in Turkey using both coding schemes. This study was conducted with 32 students ranging in age from 4 to 16 years in the capital of Turkey, Ankara. Our "range of answers" analysis documented a broader range of force explanations than recorded in either of the original studies as well as several distinct force meanings not reported in the those studies. Our "coherency and fragmentation" analysis demonstrated that approximately 65% of the subjects' interpretations of force were fragmented according to both coding schemes. Furthermore, although switching between the two original coding schemes has no effect on these outcomes in the current study, the differences in the ideas expressed by the students in the current study in comparison to the students in the original studies provide support for the possible role of (1) sample populations differences, potentially resulting from different cultural/linguistic factors, and (2) coder differences in the interpretation/application of the coding schemes in the original studies.
Subject	:	Education; Conceptualization; Contextual sensitivity; Force; Fragmentation; Science education; 0714:Science education
Added Entry	:	D. Clark
Added Entry	:	Arizona State University